The Impact of Emotional Intelligence and Mindfulness on Willingness to Communicate in the Classroom among English as a Second Language Learners

Abstract Book of the 10th World Conference on Research in Education

Year: 2026

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The Impact of Emotional Intelligence and Mindfulness on Willingness to Communicate in the Classroom among English as a Second Language Learners

Hassan Saleem Alqurashi

ABSTRACT:

This study investigated the predictive roles of Emotional Intelligence (EI) and mindfulness in shaping the Willingness to Communicate (WTC) among university-level learners of English as a Second Language (ESL) in Saudi Arabia. Grounded in affective and socio-cognitive theories of language learning, the research aimed to clarify how emotional regulation and present-moment awareness influence learners’ readiness to engage in classroom interaction. A quantitative correlational design was employed with 203 undergraduate students at the University of Jeddah using three validated instruments: the Willingness to Communicate Questionnaire (MacIntyre et al., 2001), the Mindfulness Scale (Baer et al.; Lau et al.), and the Emotional Intelligence Scale (Mayer & Salovey, 1997). Statistical analyses (Pearson correlation and multiple regression) revealed strong positive associations among EI, mindfulness, and WTC, with mindfulness partially mediating the relationship between EI and WTC. Learners with higher emotional awareness and mindful attention reported lower anxiety and greater engagement in oral tasks. The findings highlight the importance of fostering emotional and cognitive self-regulation within ESL pedagogy and support the inclusion of mindfulness-based and EI-enhancing practices to promote communicative confidence and learner well-being in higher-education contexts.

Keywords: Emotional Intelligence, Mindfulness, Willingness To Communicate, ESL, Affective Factors, Learner Engagement, Higher Education