Psychological Predictors of EFL Learners’ Willingness to Communicate: The Roles of Emotional Intelligence and Mindfulness
DOI:
https://doi.org/10.33193/JALHSS.130.2026.1729Keywords:
emotional intelligence, mindfulness, WTC, EFL, Saudi learnersAbstract
The current research aimed to investigate the relationship between emotional intelligence, mindfulness, and willingness to communicate in the classroom among learners of English as a Foreign Language. To achieve this aim, a descriptive correlational approach was used. The study employed three scales: willingness to communicate, emotional intelligence, and mindfulness. It was applied to a sample of 426 students from the English Language Institute at University of Jeddah. The findings indicated high overall levels of emotional intelligence, mindfulness, and willingness to communicate in English, although willingness to write in English was rated at a moderate level. A weak to moderate positive correlation was found between the students’ scores on the overall willingness to communicate scale and its subscales, and their scores on emotional intelligence and its subscales. Similarly, a weak to moderate positive correlation was found between the students’ scores on the overall willingness to communicate scale and its subscales, and their scores on mindfulness and its subscales. Emotional intelligence and mindfulness jointly explained 33.0% of the variance in willingness to communicate, with mindfulness emerging as the stronger predictor. Higher levels of emotional intelligence and mindfulness were associated with greater willingness to communicate. The study also recommends providing students with activities that develop their emotional intelligence and mindfulness.
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