Abstract
This study examined the relationship between emotional intelligence, learner motivation, and peer interaction among junior high school English as a Foreign Language (EFL) learners in Taiwan. Specifically, the study investigated the learners’ levels of emotional intelligence, learner motivation, and peer interaction, as well as the significant relationships among these variables. A descriptive-correlational research design with qualitative support was employed. The respondents consisted of junior high school EFL learners from Grades 8 and 9 enrolled in a public secondary school in Taiwan. Data were gathered using a researcher-adapted questionnaire and semi-structured interviews. The instruments underwent expert validation and reliability testing and demonstrated acceptable internal consistency. Quantitative data were analyzed using mean, standard deviation, and Pearson Product-Moment Correlation, while qualitative responses were analyzed through thematic analysis. Findings revealed that the respondents generally demonstrated positive levels of emotional intelligence, learner motivation, and peer interaction. Emotional intelligence was found to be significantly associated with both learner motivation and peer interaction, with stronger and more consistent relationships observed in peer interaction. Qualitative findings further revealed that emotional stability, encouragement, empathy, peer support, and psychological safety contributed positively to learners’ participation and engagement in English learning activities. The findings suggest that emotionally responsive and socially supportive classroom environments may contribute positively to learner engagement in EFL contexts. Overall, the study highlights the importance of integrating emotional intelligence into EFL instruction to support both the motivational and interpersonal dimensions of language learning.
Keywords: Emotional intelligence, learner motivation, peer interaction, EFL, junior high school, Taiwan