Abstract

This study investigates the perceptions of Vietnamese English as a Foreign Language (EFL) teachers regarding the role of emotional intelligence (EI) in promoting holism in EFL education. Grounded in the model of EI and the concept of holistic education, the research explores how emotional awareness, regulation, empathy, and cultural sensitivity contribute to effective teaching and learning processes. Through qualitative methodology employing semi-structured interviews with ten Vietnamese EFL teachers, the study identifies four central themes: emotional awareness in the classroom, emotional regulation and classroom dynamics, empathy and student engagement, and cultural sensitivity and EI in EFL education. These themes highlight the significance of teachers’ EI in creating conducive learning environments, managing classroom dynamics, enhancing student engagement, and navigating cultural nuances in EFL teaching. The findings suggest the need for integrating EI training into teacher education programs and curriculum development to foster a more holistic, empathetic, and culturally responsive approach to language education. Limitations include the small sample size and focus on teacher perspectives, pointing to avenues for further research involving a broader participant base and the inclusion of student viewpoints. This study contributes to the growing discourse on the importance of EI in education, offering insights into its specific application and impact within the Vietnamese EFL context.