ISSN: 2226-6348
Open access
In the educational context of Pakistan, namely in Khyber Pakhtunkhwa, where English is the primary language used for teaching, students' different linguistic origins result in different degrees of English competence when they start higher education. This study conducts a thorough investigation into the complex interactions among students' assessments of teaching skills, emotional intelligence, and anxiety in English language speaking. The research used a quantitative cross-sectional method to investigate anxiety levels in English language speaking among 154 students who are currently enrolled in a Bachelor of Science program with a specialization in English in Peshawar. A random sample approach is used to gather data, and a well-designed questionnaire is deployed for this purpose. Thorough data analysis is conducted using SPSS software. The findings provide interesting and enlightening information. There is a weak positive relationship found between students' evaluations of teaching skills and emotional intelligence, which affects anxiety levels in English-speaking individuals. A strong correlation is not found between emotional intelligence and anxiety in English-speaking environments. However, the anticipated connection between students' evaluations of teaching skills and speaking fear is disproven. The findings suggest that emotional intelligence partially mediates the relationship between students' evaluation of teaching skills and English Language Classroom Anxiety in Speaking (ELCAS) among BS English students in Peshawar. These results emphasize the complex relationship between teacher evaluation, emotional intelligence, and language anxiety, indicating possible strategies for focused educational interventions and improved language learning experiences. The research provides useful insights into the continuing discussion on successful language training practices in the context of higher education in Pakistan.
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(Khan & Mohammed, 2024)
Khan, S. D., & Mohammed, L. A. (2024). Teacher Evaluation, Emotional Intelligence, and English Speaking Anxiety among BS English Students in Peshawar, Pakistan. International Journal of Academic Research in Progressive Education and Development, 13(1), 2621–2630.
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