An Investigation into the Effects of Emotional Intelligence on the Effectiveness of the Nonverbal Communication of the Teacher in an English as a Foreign Language Classroom: The Case of Teachers of English at Biskra University

Abstract

A plethora of research endeavours have been conducted to uncover the elements that determine the effectiveness of the teachers’ nonverbal communication (NVC) in the conveyance of knowledge and ideas, yet its effect at the affective level is rather overlooked. Accordingly, this research study aimed to investigate the possible effects emotional intelligence (EI) have on the nonverbal communication of English as a foreign language teacher (EFL) as part of classroom student-teacher interaction. Methodologically, a qualitative research approach along with a case study research design were adopted. To obtain the necessary data for the study, a classroom observation as well as semi-structured interviews were conducted with five EFL teachers. In addition, 38 EFL students were administered an attitudinal questionnaire to elicit their opinions regarding their teachers’ nonverbal performance. Thematic analysis indicated that the target teachers used a variety of nonverbal cues and repetitive nonverbal patterns. Consequently, Emotional intelligence aspects manifested through the use of these cues. However, the students’ attitudes and interpretations of them varied according to their personality type, experience and preferences. The findings of the current inquiry revealed that EI affects the teachers’ decision making regarding the use of nonverbal cues and thus its psychological impact on students and impacts on the student-teacher classroom interaction. The conclusions drawn from the study emphasise the need for the integration of teacher training programs on both EI and NVC to provide teachers with strategies to improve their effectiveness.