Exploring the Relationship Between Emotional Intelligence Training and EFL Students’ English Performance: A Quasi-Experimental Study

The quasi-experimental study aimed to examine the impact of an emotional intelligence (EI) training program on enhancing Chinese EFL learners’ self-reported emotional competence and its subsequent association on their English performance (EP), as well as to explore the relationship between these two variables. Data were collected through a questionnaire and two standardized assessment tests. At the class level, two intact classes with comparable baseline self-reported EI and EP scores were randomly assigned to either an experimental (EG, n = 45) or a control condition (CG, n = 43). Both groups received instruction from the same English teacher using identical teaching methodologies; however, the EG participated in supplementary training specifically targeting EI development. Post-intervention assessments revealed that the EG outperformed the CG in self-reported EI, and a positive correlation was identified between learners’ self-reported EI and EP. However, while a statistically significant effect of EI training on EP was observed ( p = .003, partial η ² = .096), the impact was modest, indicating a more limited practical impact on language learning outcomes compared to its substantial effect on self-reported EI itself. These findings suggest that Chinese EFL learners’ self-reported EI can be improved through a well-designed training program and that their EP is positively related to their self-reported EI. Additionally, the relationship between the improvement of EFL learners’ EI and the development of their EP in China requires further exploration.