THE IMPACT OF TRAIT EMOTIONAL INTELLIGENCE ON SECOND LANGUAGE PERFORMANCE OF PAKISTANI UNIVERSITYLEVEL STUDENTS

Abstract

This study explores the correlation between trait emotional intelligence (EI) with its four variables (emotionality, sociability, well-being, and self-control) and their performance in second language (L2) skills (reading and writing) among Pakistani undergraduate ESL students. Utilising the short-form Questionnaire of TEI and an English competency test, data from 158 out of 200 students reveal self-perceived moderately high TEI with lower sociability. Global TEI and its components (emotionality, sociability, well-being, and selfcontrol) significantly impact L2 skills. Notably, global TEI, emotionality, selfcontrol, and sociability correlate significantly with reading performance, while global TEI, well-being, self-control, and sociability are linked considerably to writing performance. Regression analysis predicts both reading and writing performance. These findings underscore the intricate role of TEI in L2 learning. The study discusses research limitations and delves into practical and theoretical implications.