Emotional intelligence and language learning performance of EFL learners in China: chain mediating effects of willingness to communicate and foreign language learning boredom

The findings provide conceptual evidence that EI promotes language learning success not only by increasing communicative willingness but also by buffering against boredom-a low-control, low-value emotion. This integrative perspective advances a process-oriented account of how affective and motivational systems interact in L2 learning. Practically, it suggests that classroom interventions combining emotional competence training, autonomy-supportive pedagogy, and value-enhancing communicative tasks may strengthen engagement while alleviating boredom.