Emotional Intelligence, English Language Anxiety, and Managerial Effectiveness in Corporate Training

Abstract

Effective managerial communication in multilingual workplaces increasingly depends on both emotional competence and linguistic confidence. This study investigates the relationship between Emotional Intelligence (EI), English Language Anxiety (ELA), and Managerial Effectiveness (ME) among managers participating in English-medium corporate training programs. Using a cross-sectional survey of 280 mid-career and senior managers across multiple industries, the research employed validated EI, anxiety, and managerial effectiveness scales, analyzed through confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results reveal that EI significantly reduces English language anxiety (β = –.49, p < .001) and directly enhances managerial effectiveness (β = .34, p < .001). ELA, in contrast, exerts a negative influence on managerial performance (β = –.31, p < .001). Mediation analysis confirms that ELA partially mediates the relationship between EI and ME, indicating that emotionally intelligent managers perform better partly because they experience lower anxiety when communicating in English. These findings highlight a dual emotional–linguistic mechanism shaping managerial behavior and underscore the need for EI-informed communication strategies in corporate training. The study contributes new interdisciplinary insight by linking affective variables with communication performance in professional contexts, offering practical implications for HR, leadership development, and training design.