Emotional Self-Assessment and Classroom Participation in EFL Classrooms: A Correlational Study

Emotional intelligence (EI) has attracted growing attention in language learning research. However, most studies rely on EI scores and outcome measures focused primarily on performance, while behavioral dimensions of engagement, particularly classroom participation remain underexplored. This pilot study examines the relationship between self-assessment, conceptualized as a specific intrapersonal EI competency, and classroom participation in a multilingual EFL higher education context. Forty-one undergraduate students enrolled in compulsory English language courses completed a five-item scale adapted from the selfemotion appraisal dimension of the Wong and Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002; α = .81). Classroom participation was measured using a composite index that combined instructor observation ratings with student self-reports. Pearson correlation analysis indicated a moderate positive association between self-assessment and participation, r(39) = .39, p = .012, 95% CI [.08, .62], explaining approximately 15% of the variance. Given the small sample size, the results should be interpreted cautiously. Students with higher levels of emotional self-evaluation tended to participate more actively in classroom interaction.

Overall, the findings indicate that emotional self-evaluation may contribute to participation in multilingual EFL university settings. Pedagogical implications for fostering reflective emotional awareness and supporting participation are considered.