The incidence of emotional intelligence and motivation on EFL students’ oral communication skills La incidencia de la inteligencia emocional y la motivación en las habilidades de comunicación oral de los estudiantes de inglés como lengua extranjera

Resumen

This study examines the statistical relationship between emotional intelligence, motivation, and oral communication skills among students learning English as a Foreign Language The problem arises because many students face difficulties when expressing themselves orally in English, not only due to grammatical or lexical limitations, but also because of affective factors such as insecurity, nervousness, fear of making mistakes, and low classroom participation. The objective was to determine the relationship between emotional intelligence, motivation, and oral communication skills in secondary school students. The research was conducted under a quantitative approach, with a non-experimental and correlational design. A total of 100 students participated in the study and answered a structured questionnaire using a five-point Likert scale, organized into three dimensions: emotional intelligence, motivation, and oral communication. The data were processed through descriptive statistics, level analysis, Pearson’s correlation coefficient, and multiple linear regression. The results showed mean scores of 3.41 for emotional intelligence, 3.69 for motivation, and 3.38 for oral communication skills. Positive relationships were also found between emotional intelligence and oral communication skills, and between motivation and oral communication skills. The model explained 56.2% of the variation in oral communication. It is concluded that both variables are significantly related to students’ confidence, participation, and oral expression; therefore, they should be considered within pedagogical strategies in the English classroom.