INCORPORATING EMOTIONAL REGULATION SKILLS INTO THE ENGLISH TEACHING CURRICULUM AT THE HIGH SCHOOL LEVEL

Abstract

This study explores the integration of emotional intelligence (EI), particularly emotional regulation, into English language teaching (ELT) at the high school level in Vietnam. Drawing on theoretical foundations from both EI and second language acquisition (SLA), the research investigates whether developing students’ emotional regulation skills can positively influence their English learning outcomes. A mixed-methods approach was employed. Quantitatively, 120 tenth-grade students from public high schools in Ho Chi Minh City participated in a pre-test/post-test study. They completed an English proficiency test and an adapted version of the EQ-i:YV questionnaire to assess emotional intelligence. Qualitatively, teacher interviews, classroom observations, and student reflection journals were analyzed to capture emotional and behavioral changes during the intervention. The findings reveal significant improvements in students’ emotional regulation and English performance, particularly in speaking and writing skills. The study highlights the potential of incorporating EI-focused strategies in ELT and offers recommendations for curriculum development tailored to Vietnamese classrooms.