Research Article
Analyzing Language Fluency Efficiency Through Application of Emotional Intelligence Techniques Among the Pre-Service Teachers
Issue:
Volume 15, Issue 3, June 2026
Pages:
64-69
Received:
22 May 2026
Accepted:
4 June 2026
Published:
11 July 2026
DOI:
10.11648/j.ajap.20261503.11
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Views:
Abstract: Emotional Intelligence (EI) has been widely recognized as a crucial determinant of academic success, particularly in domains requiring communication and interpersonal interaction. For teachers, pre-service teachers, Language fluency is fundamental to effective teaching which is influenced not only by cognitive abilities but also by emotional and psychological factors such as confidence, anxiety, and motivation. The present study aims to determine how emotional intelligence enhances the clarity, comprehension and confidence among the pre-service teachers making it a reliable predictor of language proficiency which is examined using an experimental research design. The study employed a pre-test–post-test control group design with a sample of 46 pre-service teachers, divided equally into an experimental group (n = 23) and a control group (n = 23). The participants were selected using random sampling techniques from a teacher education institution. The experimental group engaged in structured social-emotional learning activities designed to enhance self-awareness, emotional regulation, empathy, and social skills, while the control group continued with traditional academic instruction. Language fluency was assessed using a structured speaking assessment rubric measuring pronunciation, coherence, vocabulary usage, and expressive ability. Background variables such as gender, locality, medium of instruction, and academic achievement were also considered. Statistical techniques including mean, standard deviation, t-test, and ANOVA were used for data analysis. The absence of significant variation in pre-test scores indicated initial homogeneity across groups. However, post-test outcomes demonstrated that the experimental group achieved significantly higher scores than the control group. The results confirm that Emotional Intelligence training significantly enhances language fluency. Furthermore, variables such as medium of instruction and academic achievement showed significant influence, while gender and locality did not. Integrating Emotional Intelligence into teacher preparation programs is shown to be essential for fostering effective communication and advancing professional capabilities. It provides valuable insights for educators, curriculum developers, and policymakers aiming to improve language proficiency among future teachers.
Abstract: Emotional Intelligence (EI) has been widely recognized as a crucial determinant of academic success, particularly in domains requiring communication and interpersonal interaction. For teachers, pre-service teachers, Language fluency is fundamental to effective teaching which is influenced not only by cognitive abilities but also by emotional and ps...
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,
Arul Catherin Jayanthy
