خدیجه آقاجانی دلاور

Technology-mediated instructional activities have received increasing attention in second language acquisition (SLA) studies. Yet, research on the role of technology in language learners’ emotional intelligence has been limited. More specifically, the role of data-driven learning (DDL) using concordancing, as a technology-mediated approach to learning English, in developing emotional intelligence has been left unattended. Through a mixed-methods explanatory sequential design within a quasi-experimental comparison group pretest-posttest design, the present study examined if DDL statistically significantly influenced the English learners’ trait emotional intelligence (TEI) and its attributes, including emotionality, self-control, well-being, and sociability. The results of questionnaires, open-ended surveys, and semi-structured interviews with 92 female undergraduate English learners indicated that DDL did not statistically significantly influence their TEI and its attributes. However, in terms of well-being, learners in the experimental group were slightly higher than learners in the control group. Finally, analysis of the qualitative data pointed to an increase in the learners’ TEI through enhancing self-confidence, stress management, and emotional perception.