Academic Achievement in EFL Learners: The Role of Emo-Sensory Intelligence, L2 Ego, and Class Attendance
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Abstract
Introduction: Although psychological and affective variables are known to influence second language learning, limited research has examined the predictive role of emo-sensory intelligence, L2 ego, and willingness to attend class in the academic achievement of intermediate EFL learners.
Purpose: This study aimed to investigate these associations and explore students’ perceptions of how these factors affect their academic performance
Methodology: The study followed an explanatory sequential mixed-methods design. In the quantitative phase, 206 university-level EFL learners were selected through convenience sampling. Participants completed three validated instruments assessing emo-sensory intelligence, L2 ego, and willingness to attend class. In the qualitative phase, six students were purposively sampled for semi-structured interviews to gain deeper insight into their academic experiences. Quantitative data were analyzed using Pearson product-moment correlation and multiple regression analysis to examine relationships and predictive power. Qualitative data were coded thematically, and inter-coder reliability was calculated to ensure consistency in theme identification.
Results: Pearson correlation analyses revealed significant positive relationships among all three psychological constructs and academic achievement. Multiple regression analysis identified willingness to attend class as the strongest predictor of academic performance. Thematic analysis of interview data, supported by high inter-coder reliability, yielded seven recurrent themes: emotional challenges, instructional methods, sensory appreciation, emotional feedback, classroom attractiveness, learner energy, and stress.
Conclusion: Findings highlighted the importance of psychological engagement and emotional resonance in language learning. This study sheds new light on how psychological traits including emotional and neurological support from teachers in the classroom impacts student engagement and learning.
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