INTEGRATING EMOTIONAL INTELLIGENCE INTO THE L2 CLASSROOM AFFECTIVE FACTORS IN LANGUAGE LEARNING AND TEACHING
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This paper explores the role of emotional intelligence (EI) in second language (L2) learning, drawing on Goleman’s (1995) framework, which highlights the ability to understand and manage emotions, develop social awareness, and build effective interpersonal relationships. Emotional development is recognized as a key aspect of education in Bloom’s taxonomy and is also emphasized in the Croatian English language curriculum. In the L2 classroom, affective factors such as anxiety, confidence, and empathy significantly influence learners’ engagement and success. Approaches like Communicative Language Teaching (CLT) naturally support the development of EI by fostering meaningful interaction and social awareness. The paper reviews the relevance of affect in language education and presents a series of practical activities designed to help L2 teachers cultivate emotional intelligence skills, such as self-awareness, empathy, and emotional regulation, together with linguistic competence.
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