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Intercultural Communicative Competence, Emotional Intelligence, and English Proficiency Among Iraqi Preservice EFL Teachers: An Exploratory Moderation Analysis | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 9، دوره 14، شماره 2، دی 2026، صفحه 177-200 اصل مقاله (862.95 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2026.31988.2075 | ||
| نویسندگان | ||
| Davoud Amini1؛ Reza Yalsharzeh* 2؛ Murtadha Hameed Abdulridha Al-Khafaji3 | ||
| 1Associate Professor in ELT, Department of English, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| 2Assistant Professor of Translation Studies, Department of English, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| 3MA in ELT, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| چکیده | ||
| Intercultural communicative competence (ICC) is widely held to underpin effective English language teaching, yet little is known about whether its association with preservice EFL teachers’ own English proficiency depends on their emotional intelligence (EI). This exploratory study examined whether EI, treated both as a composite construct and through its five competency-based components, moderates this association among Iraqi preservice EFL teachers. A convenience sample of 163 student teachers at the University of Baghdad completed self-report ICC and a teacher-focused EI scale assessing self-awareness, managing emotions, motivating oneself, empathy, and social skills, alongside a free 25-item Cambridge English online general English test. Six simple moderation models were estimated using PROCESS Model 1, with inferences based on heteroscedasticity-consistent (HC3) standard errors and Holm adjustment across the six interaction tests. Participants reported moderate ICC and EI, and ICC was positively associated with proficiency in all models. Composite EI was associated with proficiency additively but did not moderate the ICC–proficiency association. Among the components, only empathy showed a robust interaction, with a stronger ICC–proficiency association among participants reporting higher empathy. A negative interaction for managing emotions did not survive the multiplicity adjustment, the negative interaction for social skills was not significant under robust estimation, and self-awareness and motivating oneself showed no moderating effect. The findings suggest that composite EI scores may mask differences among components and that the role of empathy merits confirmatory, longitudinal research using proctored proficiency measures. | ||
| کلیدواژهها | ||
| intercultural communicative competence؛ emotional intelligence؛ English proficiency؛ preservice EFL teachers؛ teacher education | ||
| مراجع | ||
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