Emotional literacy in EFL classrooms
Learning a foreign language is often determined by the classroom environment, e.g., how well teachers accommodate the needs of their students, differentiate their teaching practices (Tomlinson, 2014) and influenced by various emotions, too such as enjoyment, anxiety, boredom, anger, hope and pride (Pishghadam et al., 2016). Success in foreign language acquisition is influenced by how well teachers can accommodate students' needs, emotions etc and by how well students can manage such a wide emotional spectrum (Arnold, 2011). Teachers as facilitators of learning can empower students and develop their confidence in taking control over their affective domain by promoting emotional literacy in their EFL classrooms (Jordan & Le Metais, 1999). Despite the fact that the conception of emotional literacy has taken its rightful place in educational literature, its introduction to schools, private English institutes, and universities is still to be fully realized across Europe. The current study focuses on how teachers in Cyprus promote emotional literacy in their EFL classrooms. The results are compared with the trends found in the global community of EFL teachers.
The data were drawn through self-administered questionnaires on promotion of emotional literacy in the classroom (strategies teachers use to create productive learning environment) and semi-structured interviews. The first group of participants were recruited from private and public schools and university language centers in Cyprus. The second group of participants included EFL teachers from 20 different countries. Firstly, teachers were asked to take an emotional intelligence test (TEIQue - short form) and answer the questions about strategies they use to create a safe and productive environment for their learners in classrooms. Questionnaires were disseminated through the Survey Monkey website, social groups for EFL teachers on Facebook and personal contacts. Upon the completion of the survey, some of the teachers were selected from the sample to conduct interviews. Statistical applications were employed on the data gathered to indicate if there was a relationship between the following variables: teachers' level of emotional intelligence, their experience or age of their students and strategies that they use for creating a safe and productive environment for learners.
The results of the current study demonstrate that teachers' level of emotional intelligence does not influence teachers' choice of strategies employed to create a learning environment. It has been found that factors such as teaching experience and students' age impact on the types and number of strategies and teaching accommodations that teachers use in their practices. The most common strategies used by teachers for establishing a learning environment in EFL classes in Cyprus will be presented and suggestions for good practices have been offered. Finally, the study shows that there is a demand for training on improving emotional competence among teachers in Cyprus so that they can use the necessary differentiation teaching strategies needed in their daily routines in the classroom.
References
Arnold, J. (2011). Attention to Affect in Language Learning. Anglistik. International Journal of English Studies, 22(1), 11-22.
Jordan, D, & Le Metais, J. (1999). Developing emotional intelligence in the classroom. Set. Research Information for Teachers, 1, 2-6.
Pishghadam R., Zabetipour, M., & Aminzadeh, A. (2016). Examining Emotions in English Language Learning Classes: A case of EFL emotions. Issues in Educational Research, 26(3), 508-527.
Tomlinson, C. A. (2014) The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition Alexandria, VA: Association for Supervision and Curriculum Development.
