정서지능 및 외국어 불안감에 대한 수준별 상관관계 분석: 한국 대학생 영어 학습자 대상으로
An analysis of the correlation between emotional intelligence and foreign language anxiety by proficiency levels: Focusing on Korean university students learning English
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초록
This study analyzes the correlation between Emotional Intelligence and Foreign Language Anxiety among 195 university students at different English proficiency levels: high (TOEIC 850-990), intermediate (TOEIC 701-849), and low (TOEIC 700 or below). The study, using the Emotional Quotient Inventory (EQ-i:125) and Foreign Language Classroom Anxiety Scale (FLCAS) via a Google survey, complemented by in-depth interviews, reveals an overall negative correlation between emotional intelligence and foreign language anxiety, emphasizing the importance of affective factors in language learning. Specifically, high proficiency students demonstrate a strong correlation between interpersonal skills and fear of negative evaluation, intermediate students show high adaptability correlated with reduced classroom anxiety, and low proficiency students display a significant correlation between communication anxiety and adaptability. These findings underscore the necessity for educational programs that consider the affective filter to enhance learning outcomes.
Abstract
This study analyzes the correlation between Emotional Intelligence and Foreign Language Anxiety among 195 university students at different English proficiency levels: high (TOEIC 850-990), intermediate (TOEIC 701-849), and low (TOEIC 700 or below). The study, using the Emotional Quotient Inventory (EQ-i:125) and Foreign Language Classroom Anxiety Scale (FLCAS) via a Google survey, complemented by in-depth interviews, reveals an overall negative correlation between emotional intelligence and foreign language anxiety, emphasizing the importance of affective factors in language learning. Specifically, high proficiency students demonstrate a strong correlation between interpersonal skills and fear of negative evaluation, intermediate students show high adaptability correlated with reduced classroom anxiety, and low proficiency students display a significant correlation between communication anxiety and adaptability. These findings underscore the necessity for educational programs that consider the affective filter to enhance learning outcomes.
참고문헌 (26)
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