Using Emotional Intelligence in Secondary Schools to Improve Academic Achievement and Social Competence in a Foreign Language Setting
This paper describes a study that focused on the presence of debilitating emotional and social factors in the English class of a Spanish secondary school. 167 participants demonstrated the existence of a negative classroom climate, anxieties and the limited use of social and emotional education to improve adolescent social and cognitive abilities. While results confirmed student motivation to learn and generally healthy relationships among peer groups, a large amount of students find going to school stressful and feel ashamed to make mistakes in a language learning environment.
||Emotional Intelligence, Secondary Schools
International Journal of Learner Diversity and Identities, Volume 20, Issue 1, pp.1-17.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 532.161KB).
University of Granada, Spain
Faculty of Educational Sciences, University of Granada, Granada, Spain
Principal Lecturer at University of Granada (Spain) (TEFL)
Vicedean in charge of International Relations, Faculty of Education 2004/08
Principal of a Private School (Kinder to Upper Secondary) from 1994 to 2003
Secretary of the local committe of the Learning Conference, held in Granada in 2005 and the Social Sciences Conference, 2007
External evaluator for the ANECA, Spanish Agency of Quality (University levels)
Member of different scientific committes: The International Journal of Learning, The International Journal of Interdisciplinary Social Sciences, PROFILE Journal (Universidad Nacional de Colombia), The Open Applied Linguistic Journal and Porta Linguarum.
Member of Atrium Linguarum (Gold Medal of the European Union)
Lessons offered at Chester University (UK), Bradford College (UK), Manchester Metropolitan University (UK), University of Portsmouth (UK), Escuela Superior de Portalegre (Portugal), Universidad Cristóbal Colón (Veracruz, México).