An analysis of the correlation between emotional intelligence and foreign language anxiety by proficiency levels: Focusing on Korean university students learning English

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.