0http://www.uchzap.com ISSN 2658-7114 (Print) ISSN 2542-0070 (Online)
ТЕОРИЯ И МЕТОДИКА ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ THEORY AND METHODS OF VOCATIONAL EDUCATION
Original article УДК 127
DOI: 10.21209/2658-7114-2023-18-1-58-67
Development of Emotional Intelligence of Students by Means of Media Discourse in the Process of Studying a Foreign Language
Natalia R. Kirichenko1, Natalia Yu. Berezhnykh2, Natalia S. Novolodskaya3
11rkutsk National Research Technical University, Irkutsk, Russia;
2 Irkutsk State Transport University, Irkutsk, Russia; 3East-Siberian Institute of MIA of Russia, Irkutsk, Russia
[email protected], https://orcid.org/0000-0001-7236-7432;
2 [email protected], https://orcid.org/0000-0002-5030-6935;
3 [email protected], https://orcid.org/0000-0002-4685-9967
Emotional intelligence is the focus of many studies and it has recently been introduced into the field of the second / foreign language studies. This skill is considered to be a requisite tool for students who want to successfully adapt and function in rapidly changing world. The present study is an attempt to share practical experience on some possible ways of developing EI through media texts in the process of studying English at Irkutsk National Research Technical University (iPolytech). Though, EI is a relevant skill to improve on at any higher educational institution. The main purpose of the article is to describe some techniques of the emotional intelligence development of engineering students by means of media communication when teaching a foreign language. The research illustrates the results and peculiarities of working with engineering students analyzing media texts over the last five years. The scientific novelty involves the clarifying EI concept with relevance to students of technical majors in order to improve their personal and social competencies. The methodical techniques presented in the article can contribute to students' enhancement of emotional intelligence, as well as improve their skills of analyzing a media text. The research findings are the following: the author identifies the essence of the concept of EI of technical university students and demonstrates how to effectively implement methods of EI formation in a foreign language learning environment. As a result, simulated communicative situations at foreign language classes, on the one hand, develop emotional intelligence skills, and on the other hand, contribute to a more successful assimilation of the subject itself. In the perspective the research aims to develop and describe methods for the development of other soft skills during foreign language classes, as well as to conduct a comparative analysis of the development of other skills based on emotional intelligence in students majoring in science and in arts.
Keywords: emotional intelligence, media text, media literacy, foreign language studies, media education, soft skills, higher education
© Кириченко Н. Р., Бережных Н. Ю., Новолодская Н. С., 2023
Научная статья
Развитие эмоционального интеллекта студентов средствами медийного дискурса в процессе обучения иностранным языкам
Наталья Ростиславовна Кириченко1, Наталья Юрьевна Бережных2, Наталья Сергеевна Новолодская3
1 Иркутский национальный исследовательский технический университет, г. Иркутск, Россия;
2 Иркутский государственный университет путей сообщения, г. Иркутск, Россия;
3Восточно-Сибирский институт МВД России, г. Иркутск, Россия [email protected], https://orcid.org/0000-0001-7236-7432;
2 [email protected], https://orcid.org/0000-0002-5030-6935;
3 [email protected], https://orcid.org/0000-0002-4685-9967
Эмоциональный интеллект находится в центре внимания многих научных исследований, и не так давно он был введён в сферу, связанную с изучением иностранных языков. Навыки эмоционального интеллекта считаются необходимым инструментом для студентов, которые хотят успешно адаптироваться и функционировать в быстро меняющемся мире. Настоящее исследование представляет собой попытку поделиться практическим опытом о некоторых возможных способах развития эмоционального интеллекта с помощью медиатекстов в процессе изучения английского языка в Иркутском национальном исследовательском техническом университете (¡Ро!^всН). Эмоциональный интеллект - это навык, который можно совершенствовать в любом высшем учебном заведении. Основной целью статьи является описание методики развития эмоционального интеллекта студентов-инженеров средствами медиакоммуникации в процессе обучения иностранному языку. Исследование иллюстрирует результаты и особенности работы со студентами технических специальностей, анализирующими медиатексты, за последние пять лет. Научная новизна работы заключается в уточнении концепции эмоционального интеллекта, имеющей отношение к студентам инженерных направлений, с целью повышения их личностных и социальных компетенций. Методические приёмы, представленные в статье, могут способствовать повышению эмоционального интеллекта студентов, а также совершенствованию их навыков анализа медиатекстов. Результаты исследования заключаются в следующем: авторы выявляют сущность концепции эмоционального интеллекта студентов технического вуза и демонстрируют, как эффективно внедрять методы формирования эмоционального интеллекта в среду обучения иностранному языку. В итоге, смоделированные коммуникативные ситуации на занятиях по иностранному языку с одной стороны развивают навыки эмоционального интеллекта, а с другой стороны способствуют более успешному усвоению самого предмета. В перспективе исследования разработка и описание методики развития других мягких навыков на занятиях по иностранному языку, а также проведение сравнительного анализа развития других навыков, базирующихся на эмоциональном интеллекте, у студентов технических и гуманитарных специальностей.
Ключевые слова: эмоциональный интеллект, медиатекст, медиаграмотность, изучение иностранных языков, медиаобразование, мягкие навыки, высшее образование
Introduction. Emotional intelligence (EI) is the focus of many studies and recently it has been introduced into the field of the second / foreign language studies. In a modern world almost unlimited access to information and time spent in front of the screen of a modern gadget affects communication skills, empathy, corporate culture, creative thinking and cognitive flexibility, independence in decision-making. These abilities belong to the field of EI, a concept which appears to be one of the most popular in modern science in the last decades. In 2020, at a meeting of weighty business leaders, political statesmen and prominent experts in various fields of activity at the World Economic Forum in Davos, emotional intelligence was included in the top 10 most important skills. There are countries in the world (e. g. Finland, Denmark)
where the discipline "Emotional Intelligence" has become an obligatory subject of the school curriculum. "We are now trying to invest in EI research within the company, and we are trying to adapt existing methods. A number of institutes of higher education are working to create an acceptable methodology for teachers. Teachers who possess these skills should teach. The above-mentioned methodology should also be used in schools," the head of Sberbank, German Gref, said at the congress "Innovative Practice: Science plus Business"1. Thus, currently, there is an active discussion on the designing such educational programs that would help students become in demand in labor markets by develop-
1 Греф Г. Греф считает, что навыкам эмоциональ-
ного интеллекта нужно учить детей в школе. - URL:
https://tass.ru/obschestvo/3848714 (дата обращения: 21.10.2022). - Текст: электронный.
ing in them soft skills including EI. INRTU, having won the special grant in the state program "Priority 2030", actively participates in various projects aimed at implementation of student education, introducing soft skills and competence building technologies. Emotional intelligence is one of the soft skills that it is possible to develop in foreign language classes. This educational trajectory enables educators to solve a number of problems in nurturing and educating a successful personality: to be aware of one's own and others' needs and emotions, as well as to analyze the causes of their occurrence; to be able to constructively perceive criticism; to interact effectively with colleagues. All this helps to increase self-esteem, improve socialization and reduce conflict. It has already been proven that emotional intelligence affects the development of personality. Students improve their academic performance, develop skills of participation in a relationship-centered environment. The Collaborative for Academic, Social, and Emotional Learning shows that about 80 % of students enrolled in the Social, and Emotional Learning program achieve high academic results [1]. To manage themselves appropriately and effectively communicate with others students need basic emotional and social skills. In this article we make an attempt to share our experience how we engage students of Irkutsk National Research Technical University in these behaviors. The forms of training that our team uses allow us to increase motivation to study, help to master educational content easier and faster.
Problem of the Research. Emotional intelligence is considered as an emotional and intellectual activity focused on building the skills for coping with incoming information of a professional orientation embedded in the emotional sphere. The article describes possible methods of developing emotional intelligence of students of technical universities by means of media communication when teaching a foreign language (in our case, English). The research shows that the study and assimilation of certain techniques and language tools can contribute to the formation of students' position as active participants of communication in various aspects of life.
Research tasks:
- to consider the essence of the concept of emotional intelligence of technical university students;
- to describe the ways/methods of developing emotional intelligence of technical university students in foreign language classes.
Theoretical background. The term "emotional intelligence" in its current understanding was introduced in the 1990s in a short article with the same heading by two researchers: John Mayer from the University of New Hampshire and Peter Salovey from Yale University [2]. Under "emotional intelligence" they understood a group of cognitive abilities of an individual that allow him to realize and analyze his own emotions and perceive the states of interlocutors, in order to use this data to control his own and others' thinking and actions in the process of solving practical problems. The journalist of the New York Times, the American Daniel Goleman and the Israeli scientist, psychologist Reuven BarOn each contributed significant developments to this theory [3]. In Russia, interest in this topic is at the beginning of its development. Among those who study Russian practice and are engaged in applying the knowledge of foreign colleagues to the Russian reality, the most well-known to a wide audience are Sergey Shaban-ov, Alyona Alyoshina [4], Tatyana Vladimirovna Chernihiv1, V. D. Shadrikov [5], I. N. Andreeva [6]. The book "Social and Emotional Intelligence: from Processes to Measurements" by the Institute of Psychology of the Russian Academy of Sciences includes the articles of modern Russian scientists [7]. It must be noted that the very first patented method of emotional intelligence development in Russia belongs to Victoria Shi-manskaya [8].
The history of studying the emotional sphere of a person can be traced back to the 19th century. The first fundamental scientific work devoted to the principles of expression of emotions, their role in the process of adaptation of people to environmental conditions, which became conventional for many scientists, was published in 1872 [9]. In 1920, social intelligence concept was introduced into the scientific lexicon [10]. In his article Thorndike underlined the existence of various amounts of different intelligences, namely he examined three "intelligences," which he called mechanical intelligence, social intelligence, and abstract intelligence. "By social intelligence Thorndike meant the ability to understand and manage men and women, boys and girls - to act wisely in human relations" [10, p. 228]. In the late 1920s, the first Social Intelligence Test
1 Черниговская Т. В. Зачем развивать эмоциональный интеллект. Интервью с Татьяной Черниговской. - URL: https://soundstream.media/clip/zachem-razvivat-emotsional-nyy-intellekt-interv-yu-s-tat-yanoy-chernigovskoy (дата обращения: 21.10.2022). - Текст: электронный.
was designed [11]. In this work, F. A. Moss and T. Hunt defined social intelligence as the "ability to get along with others" [11]. Their test was composed of a certain number of subtests and correlated with adults' occupational status. Although the test was in general use up to the 1960s, it came under criticism for its inability to differentiate social intelligence from abstract intelligence. David Wechsler contributed a lot to the research of social intelligence developing Wechsler Intelligence Scales for adults and children [12]. It is worth mentioning that updated versions of his tests remain popular in the 21st century. He distinguished intellective and non-intellective factors considering the latter as key factors in predicting an individual ongoing daily life. In the 1970s, Claud Steiner developed the concept of emotional literacy. The scientist dedicated his manuscript to emotional literacy training [13]. The book is aimed at improving interpersonal and professional communication. In 1985, a doctoral thesis titled "A Study of Emotion: Developing Emotional Intelligence" was published [14]. The author, Wayne Payne, presented a theoretical and philosophical framework for emotional intelligence.
Thus, to sum up all the above we may conclude that EI reflects the way how a person reasons about emotions, namely it shows their abilities to: accurately perceive emotions; apply them in the process of thought-facilitation; understand manifold emotional meanings; manage emotions in others and themselves.
Nowadays the concept of emotional intelligence is continuing its development, new articles and scientific papers appear to study the psychology of human communication. In the framework of this research, it is believed that it is possible and important to develop students' emotional intelligence through studying a foreign language as it can help a student become an active participant of communicative activities in professional, social, cultural and emotional aspects.
Methodology of the Research. General Background of the Research. The methodological principles of the given survey are based on the structural analysis of the emotional intelligence as well as the means of its linguistic representation as the paper accepts the principles according to which it is possible to teach emotional intelligence and enhance it. The principles were introduced in an article written by professors of two American Universities: Yale University and University of New Hampshire [15]. The
developed principles help penetrate into the problem-solving areas related to emotions, thus making it possible to improve EI by educating in the subject matter.
Sample of the Research. The research suggests developing students' emotional intelligence by means of reading, analyzing, and discussing mass media texts. Four educational sites which contain news designed for learners with different levels of English have been highlighted: VOA Learning English, BBC Learning English, News in English, CNN Student News. Reading and interpreting news is one of the most important aspects of studying a foreign language as it provides the formation of various intellectual, emotional, and communicative competences. Reading media texts contributes to the development of understanding of the events which happen in contemporary society, which in turn stimulates understanding of the actions and intentions of people who surround us. Learning a foreign language through media helps to develop skills and abilities which are considered the key constituents of emotional intelligence:
1. The ability to control and consciously influence one's own feelings and emotions;
2. The skill to identify and voice one's own feelings and emotions;
3. The competence to apply one's own emotions not only in one's own best interest but for the benefit of other people;
4. The ability to find common grounds in communicating with other people;
5. The ability of relating to others.
There are different models of emotional intelligence, which are similar in general but still each of them enjoys its own peculiarities. Having analyzed Salovey and Mayer's [2], Gole-man's [3], Bar-On's [16] models, we can make a conclusion that all these models describe the following components of emotional intelligence, namely: understanding or awareness of your own emotions; managing your own emotions; self-motivation; understanding or awareness of the emotions of others; relationship management. The above-mentioned components are connected with two vital competences: personal and social.
Personal competence implies the abilities of self-knowledge, self-awareness, self-attitude, and self-reflection. Thus, personal competence deals with both self-management and self-awareness. Self-awareness implies that an individual understands how he feels and can accurately assess his own emotional state.
Self-management is based on understanding of one's own emotions and implies control over one's own emotions - so that they do not control an individual. In other words, it is the ability to maintain internal balance facing challenges. It is also important to know how to motivate yourself for some achievements, based on the level of involvement and optimism.
Structural analysis of emotional intelligence helps us realize and control emotions while communicating and interacting with other people. It is a methodological basis for identifying the ways of EI linguistic representation. The process of working with emotions may include the following stages: recognizing and understanding emotions, managing and using emotions.
Understanding emotions presupposes the ability to verbalize emotions, i. e. to designate them with words. The Managing Emotions Stage relates to the ability to manage one's own and outer emotions, restraining negative emotions and strengthening positive ones, without suppressing or exaggerating the information that they can convey. The Using Emotions Stage is based on the principle that emotions prioritize thinking and influence creativity.
Having analyzed the structure of EI we can identify the essence of the concept of IE and distinguish skills and abilities associated with core areas of future engineers. These are the following:
1. Self-awareness - the abilities to identify and recognize emotions; to accurately perceive one's own strengths and needs.
2. Self-management - the abilities to motivate and discipline yourself and your staff; to manage and control one's stress and impulses.
3. Relationship skills - cooperative working; conflict and negotiation management;
4. Decision-making skills - problem identification and solving; situation analysis; reflection and evaluation.
To summarize, it could be noted that emotional intelligence includes both intellectual and social abilities: the ability to be engaged in complex information processing and the ability to apply these adaptive competences to the way of thinking and behavior.
Instrument and Procedures. The present study is an attempt to share practical experience on some possible ways of developing EI through media texts in the process of studying English at Irkutsk National Research Technical University (iPolytech). The main methods of the research are the analysis of scientific works on the prob-
lem of the development of EI; the selection and stratification of linguistic means; generalization and interpretation of the received information.
Practical significance is the development of EI in the process of studying foreign languages boosts the effectiveness of linguistic and general training, as well as fosters personal development of students. EI programming and evidence-based tasks promote the development of psychological competencies that are used in work and learning environment.
Results and Discussion. According to D. Goleman, emotional intelligence is defined as a combination of cognitive, personal, motivational traits [3]. Based on the concept that language is a social phenomenon, its important role in the enhancement of emotional intelligence is noted.
Intellectual components of EI are associated with cognitive function of a foreign language, which reflects the cognitive component of the secondary language personality (i. e. the ability of a person to identify the value of information and transform it into a system of meanings) and the emphatic function which is manifested only in communication and interaction, and its intensity is determined by cultural affiliation.
To develop emotional intelligence through EFL/ESL is not a new idea. It was put forward to enhance students' abilities by designing special integrated writing tasks [17; 18]. The correlation between emotional intelligence and EFL learners' speaking abilities was highlighted in Hassan Soodmand Afshar and Masoud Rahimi's work [19]. The connection between foreign language learners' emotional intelligence and their performance on cloze tests was investigated by Robabeh Esfandiari, Ehsanollah Ekradi [20]. Iranian researchers studied how EI affects vocabulary learning among EFL students [21; 22]. The research proves that studying a foreign language through modern mass media can contribute to the correct formation of students' emotional intelligence. Discussing news can help students make the right decision in a particular situation when communicating directly with each other.
This section is dedicated to some techniques which are used during classwork with students of technical specialties who do not major in a foreign language. All the activities are designed to encourage discussion and to consolidate intra-group relationship. At the beginning of the work some attention is paid to the analysis of a news article in order to find out whether the author's subjective perception and attitudes are being expressed or not. The class partici-
pates in the discussion not only expressing their thoughts but also learning to ask correct questions developing skills to listen to each other and appreciate other opinions. This fosters the ability to accept people with different positions.
It is important to form the students' attitude toward certain events comparing different foreign sources or through comparing with local mass media. An example could be an ambiguous situation with coronavirus vaccine. Students explored different excerpts from different sites. Group speaking activities as well as collaborative writing and reading tasks were utilized during classwork. It was important that in their essays students expressed their thoughts about the problem discussed, analyzed their fears and concerns. Testimonies of those who have experienced the disease or have been vaccinated contributed to the emotional perception.
Associate professors and senior teachers of our university have developed a special course "Interpretation of media texts as a key factor in the enhancement of emotional intelligence". The basic hypothesis is that the specificity of media discourse may help to master the emotional experience of a person. Discussing aesthetic, ethical, and emotional problems, the students get to know themselves, their emotional world, the emotional world of the people around them more deeply. Students should understand the political, historical, and, if possible, emotional background of creating a certain news text.
Special role is given to the creation of the so-called "field of expectation". The set of tasks should be aimed not only on the cognitive but also emotional activity of students. The basic psychological patterns of communicative activity must be taken into consideration. It is necessary while working with a media text to cover the three interrelated stages:
1. Incentive-motivational phase - creating a "field of expectation" with the help of tasks which precede the reading of the text: discussing photos or pictures connected with the headline of an article; guessing the content of the article, guessing the experts who can comment on the covered issue; finding music that can convey the main idea.
2. Analytical and synthetic phase presupposes the inner dialogue of the student with the author of the article whether he agrees or disagrees with the manner of presenting the information, whether he would or would not overpersuade the author.
3. Productive phase implies personal identification that is the comprehension of what have been read and the discussion with the classmates.
Illustrations may be used to convey the emotional atmosphere of a media text, to transmit factual accuracy, to visualize the author of the article or the characters of the narrative. We also practice a task of creating a drawing or scheme "in the margins". At the beginning this task is offered as homework, advanced students perform it during the class. The ability to express the main idea of an article in a drawing is challenging for practically all students, although we believe that this kind of task contributes to the cultivation of compositional and analytical skills, the development of imagination and creativity; the enhancement of artistic abilities and, which is the most important, expression of the emotional state at the given moment.
It is also advisable to focus on "design" tasks: creation of media graphics, charts, reports, presentations, infographics, word clouds, mind maps, collages, posters for background information, compilation of news collections. The main idea of these tasks is that when coming up with design, posters, covers, the student necessarily analyzes the article. And the analysis, the purpose of which is to perform specific work, is more effective and deeper. Thus, the process of making a collage aims at developing students' imaginative thinking. Here is the list of some useful applications and services:
1. Google Charts tools for creating different types of charts.
2. Piktochart for creating reports, presentations, infographics, social media graphics, and prints.
3. Canva for creating various types of infographics.
4. Wordart.com for creating online word clouds.
5. get.plickers.com for creating online quizzes.
6. Poplet.com for creating mind maps.
Since 2018 it has become a tradition to create newsletters on topics that are particularly interesting to students and promotes a group discussion. Students independently choose topics and in their free time select materials, write articles, getting used to the role of journalists. The design of the newsletter also contributes to the enhancement of EI as the students style the speech, use photoshop or other applications to convey the emotions and feelings. Canva and
Crello applications might be helpful in making online newsletters.
Staging personal stories that are usually introduced in modern mass media fosters "hu-manization" of an article, develops psychological competence. This task allows students to feel the state of mind of a character in each single situation; they are able to analyze the motives and goals of the actions; unravel what is not directly stated in the article. This work makes the students scrutinize all details, relationships and interactions in the article; explain or justify the way of behavior. Transforming the media text for the scene the students carefully approach every word of the article, think about the use of lexical means, intonation and gestures. During preparation and when rehearsing a democratic style of relationship is being developed: students share their knowledge of contemporary society, life experience, discover their own character and get to know each other better.
When watching or reading mass media we necessarily discuss them, our lecturers express their attitudes to events covered, as a teacher is not a silent observer but a tool for influencing the upbringing of students' personality.
At the end of each integrated set of classes students are offered to write an essay where they formulate their attitude to the issue. During the classes the students are also suggested other creative tasks such as: creating their own original texts; translating texts from one language to another; writing reviews; creating clips, reports or interviews; changing the genre from news to fiction.
Thus, the research shows that thoughtfully-planned and well-implemented tasks can have a positive influence on a wide spectrum of students' social, academic and behavioral outcomes.
Conclusions. To sum up, developing emotional intelligence is in demand in contemporary society. Language represents the main components of emotional intelligence and studying a foreign language contributes to its holistic enhancement. Due to the fact that the formation of personality occurs in an activity process, mostly communicative, a motivated subject-communicative activity while studying a foreign language through media discourse was provided. Over the last five years of working at Irkutsk National Research Technical University we have created and tested some techniques of developing basic EI skills that are relevant for engineering students. Thus, working with media texts and performing non-standard tasks students form personal competence, which is a most important means in developing emotional intelligence since the ability to interpret media discourse makes it possible to understand the feelings, emotions and psychology of oneself and the interlocuters. The result of such classes is that the students are becoming thoughtful, understanding and able to empathize people.
Further research perspective could be seen in comparing relevant EI competencies for different work areas, researching whether the suggested techniques could be successfully applied to other majors.
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20. Esfandiari, R., Ekradi, E. Relationship between Iranian EFL Learners' Emotional Intelligence and their Performance on Cloze Test. Procedia - Social and Behavioral Sciences, vol. 98, pp. 435-444, 2014. (In Engl.)
21. Skourdi, S., Rahimi, A., Bagheri, M. S. The Relationship between Emotional Intelligence, and Vocabulary Knowledge among Iranian EFL Learners. Procedia - Social and Behavioral Sciences, vol. 98, pp. 17851793, 2014. (In Engl.)
22. Nesari, A. J., Karimi, L., Filinezhad N. On the Relationship between Emotional Intelligence and Vocabulary Learning of Iranian Efl Learners at the Intermediate Level. Procedia - Social and Behavioral Sciences, vol. 28, pp. 900-903, 2011. (In Engl.)
Information about the authors
Kirichenko Natalia R., Candidate of Philology, Associate Professor, Irkutsk National Research Technical University (83 Lermontova st., Irkutsk, 664074, Russia); [email protected], https://orcid.org/0000-0001-7236-7432.
Berezhnykh Natalia Yu., Candidate of Philology, Associate Professor; Irkutsk State Transport University (15 st. Chernyshevsky, Irkutsk, 664074, Russia); [email protected], https://orcid.org/0000-0002-5030-6935.
Novolodskaya Natalia S., Senior Teacher; East-Siberian Institute of MIA of Russia (110 st. Lermontova Irkutsk, 664074, Russia); [email protected], https://orcid.org/0000-0002-4685-9967.
Contribution of authors to the article
Kirichenko N. R. - main author; developed the methodology and directed the analysis of the research materials.
Berezhnykh N. Yu. - methodology of research, structural analysis of theoretical basis.
Novolodskaya N. S. - has analyzed the article materials and made the article design.
For citation
Kirichenko N. R., Berezhnykh N.Yu., Novolodskaya N. S. Development of emotional intelligence of students by means of media discourse in the process of studying a foreign language // Scholarly Notes of the Transbaikal State University. 2023. Vol. 18, no. 1. P. 58-67. DOI: 10.21209/ 2658-7114-2023-18-1-58-67.
Received: September 10 2022; approved after reviewing October 22 2022; accepted for publication October 25 2022.
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22. Nesari A. J., Karimi L., Filinezhad N. On the Relationship between Emotional Intelligence and Vocabulary Learning of Iranian Efl Learners at the Intermediate Level. Procedia // Social and Behavioral Sciences. 2011. Vol. 28. P. 900-903.
Информация об авторах
Кириченко Наталья Ростиславовна, кандидат филологических наук, доцент; Иркутский национальный исследовательский технический университет (664074, Россия, г. Иркутск, ул. Лермонтова, 83), [email protected], https://orcid.org/0000-0001-7236-7432.
Бережных Наталья Юрьевна, кандидат филологических наук, доцент; Иркутский государственный университет путей сообщения (664074, Россия, г. Иркутск, ул. Чернышевского, 15); belkova-n@ yandex.ru, https://orcid.org/0000-0002-5030-6935.
Новолодская Наталья Сергеевна, старший преподаватель, Восточно-Сибирский институт МВД России (664074, Россия, г. Иркутск, ул. Лермонтова 110); [email protected], https://orcid.org/0000-0002-4685-9967.
Вклад авторов в статью
Кириченко Н. Р. - основной автор, разработка методологии и направления анализа материалов исследования.
Бережных Н. Ю. - методология исследования, структурный анализ теоретической базы. Новолодская Н. С. - анализ материалов статьи, оформление статьи.
Для цитирования
Кириченко Н. Р., Бережных Н. Ю. Новолодская Н. С. Развитие эмоционального интеллекта студентов средствами медийного дискурса в процессе обучения иностранным языкам // Ученые записки ЗабГУ. 2023. Т. 18, № 1. С. 58-67. DOI: 10.21209/2658-7114-2023-18-1-58-67.
Статья поступила в редакцию 10.09.2022; одобрена после рецензирования 22.10.2022; принята к публикации 25.09.2022.
