The mediating role of language anxiety in the relationship between creativity and emotional intelligence with learning English in bilingual students

Learning English to communicate between nations and cultural, economic, and political exchanges has become more and more the focus of attention in this century. Therefore, the present study investigated the mediating role of language anxiety in the relationship between creativity and emotional intelligence in English language learning in bilingual students.

The research method was correlation type using structural equation modeling. The statistical population of this research consisted of all bilingual Turkmen male students in the third year of the first secondary school. To determine the sample size according to the number of observed variables and assigning a coefficient of 20 for each variable, 280 students were selected as the sample size by random cluster sampling method, and the Shutte et al. Emotional intelligence questionnaires (1998), Abedi creativity test (1993), Horowitz & Horowitz Language anxiety (1985) answered. Also, students' end of semester grades was used to measure English language learning. The obtained data were analyzed by Pearson's correlation coefficient test and structural equation modeling using SPSS 24 and Amos 23 software.

The findings showed that the research model has a good fit. In addition to direct effects, creativity and emotional intelligence can indirectly affect English language learning through the mediation of language anxiety.

According to the findings of the research, it is possible to reduce language anxiety by developing programs to increase emotional intelligence and creativity, and in this way, language learning can be increased.