The role of psycho-emotional characteristics in intercultural communication for effective foreign language education

Effective intercultural communication in foreign language education depends on more than linguistic competence. A persistent problem is that teaching and assessment practices give limited attention to learners' and teachers' psycho-emotional characteristics, which constrains the development of intercultural communicative competence. This review synthesizes evidence on how emotional intelligence, motivation, self-efficacy, anxiety and related affective variables shape intercultural communication and learning processes in foreign language settings. A PRISMA methodology was followed for this review study. Across studies, three consistent effects were found: teacher emotion regulation is linked to safer climates and higher engagement; learner enjoyment, hope, and self-efficacy support participation and intercultural openness; and culture-specific norms of emotional expression shape message interpretation and miscommunication risk. Implications: courses should integrate explicit emotion-focused pedagogy, routine reflection on emotional experiences, and assessment of intercultural affective dispositions alongside language outcomes. Institutional policies should support teacher training in emotion regulation and the use of validated tools for intercultural and affective competence.