EMOTIONAL INTELLIGENCE DEVELOPMENT IN THE TEACHER–STUDENT DYAD: METHODOLOGICAL APPROACHES TO TEACHING FOREIGN LANGUAGES AT THE UNIVERSITY
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Author(s): | Dronova S. Yu., |
| Number of journal: | 2(71) | Date: | June 2025 |
| Annotation: | The article examines the problem of emotional intelligence development in the context of teaching foreign lan- guages in higher education institutions. A methodological pack- age is proposed for the synchronous development of emotional intelligence among both students and teachers. The research includes a meta-analysis of modern scientific papers on emo- tional intelligence, a systematization of key components of emo- tional intelligence relevant to intercultural communication in order to further integrate these components into the educational process. Special attention is paid to the adaptation of socio-emo- tional learning (SEL) techniques to university conditions. The experimental part presents various techniques (role-play- ing games, case studies, web quests), adapted to different levels of language proficiency. The results of the study demonstrate a sig- nificant increase in academic performance (by 18.7%), a decrease in anxiety among 72% of students and an increase in empathy. Significant correlations between the emotional state of students and their academic performance are revealed. The practical significance of the research lies in the proposed and proven methods of integrating socio-emotional learning into language programs, which contributes to improving the quality of the educational process and overcoming motivation crises in the context of digital transformation of education. The scientific novelty of the work consists in the implementation of the principle of “dual orientation”: the proposed complex develops the emo- tional intelligence of not only students, but also teachers, forming an emotionally resonant educational environment. The research expands the theoretical understanding of the role of the affective component in linguodidactics and offers tools for overcoming motivation crises in the context of digi- tal transformation of education. The results can be used in the development of educational programs for language disciplines and teacher training courses. | ||
| Keywords: | emotional intelligence, social and emotional learning, foreign language communication, teaching methodol- ogy, intercultural communication, empathy, anxiety, language education, cognitive development, academic performance, role-playing games, case methods |
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| For citation: | Dronova S. Yu. Emotional intelligence development in the teacher–student dyad: methodological approaches to teaching foreign languages at the university. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2025;2(71):450—454. DOI: 10.25683/VOLBI.2025.71.1301. |
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