Trait emotional intelligence as a dynamic learning outcome: Predictive roles of attitude and engagement in EFL pedagogy

This study reconceptualizes trait emotional intelligence (TEI) as a dynamic outcome of language learning experiences by examining the predictive roles of learner attitudes and engagement among English language learners in Pakistan. Grounded in trait EI theory and affective second language acquisition (SLA) frameworks, we investigated how attitudinal factors (beliefs, feelings, and predispositions) and engagement dimensions (behavioral and emotional) influence the development of self-perceived emotional competencies. Data from 515 Pakistani undergraduates were collected using rigorously adapted instruments: the TEIQue-SF (CFI = .93), Gardner’s AMTB attitude scale, and Skinner’s engagement measure, all of which were validated through confirmatory factor analysis and cultural modification. Bootstrap regression analysis revealed that: (1) Attitudes significantly predicted TEI (β = 0.536, p .001), explaining 28.6% of variance, with interest in English (β = 0.166) and positive perceptions of native speakers (β = 0.107) as strongest facets; (2) Engagement predicted TEI (β = 0.391, p .001), explaining 14.4% of variance, with emotional engagement (β = 0.235) surpassing behavioral engagement (β = 0.155); (3) Combined, attitudes and engagement accounted for 42.4% of TEI variance. These findings reverse conventional directionality models by positioning TEI as an outcome of affective processes rather than a predictor. The study highlights cultural specificity: in Pakistan’s context, attitudes toward English-speaking cultures function as emotional scaffolds. Practical implications include designing emotionally responsive pedagogies that leverage intrinsic motivation and emotional engagement to foster both linguistic and emotional competencies.