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Applied and Ecolinguistic Dimensions of Emotional Competence in Foreign Language Communication

Natalia Kyseliuk1, Viktoriia Prykhodko1, Vita Sternichuk1, Iryna Voitenko1, Valentyna Tryndiuk2, Mariana Lukianchuk3
1Department of Foreign Philology and Applied Linguistics, Faculty of Digital Educational and Social Technologies, Lutsk National Technical University, Lutsk, Ukraine
2Department of Philology, Faculty of Preschool Education and Musical Arts, Municipal Institution of Higher Education “Lutsk Pedagogical Institute” of the Volyn Regional Council, Lutsk, Ukraine
3Cycle Commission of Philological Disciplines, Lutsk Pedagogical Professional College, Municipal Institution of Higher Education “Lutsk Pedagogical Institute” of the Volyn Regional Council, Lutsk, Ukraine
DOI: https://doi.org/10.70517/revcc2624109
Published: 20/09/2026
: Natalia Kyseliuk, Viktoriia Prykhodko, Vita Sternichuk, Iryna Voitenko, Valentyna Tryndiuk, Mariana Lukianchuk. Applied and Ecolinguistic Dimensions of Emotional Competence in Foreign Language Communication. Revista Cultura Científica, 2026 Issue 24. pg. 1304-1317.

Abstract

The relevance of the present study arises from the fact that foreign language communication increasingly takes place in intercultural, digital, and educational environments in which linguistic correctness alone does not guarantee communicative success. Under such conditions, emotional regulation, the ability to sustain interpersonal contact, and the capacity to maintain a safe and constructive tone of interaction become especially important. The aim of this article is to identify the ecolinguistic and applied dimensions of emotional competence in foreign language communication, while the object of the study is foreign language discourse in written, oral, digital, and lingua franca formats. The study was conducted as a qualitative-quantitative corpus-interpretive analysis based on open corpus resources, emotion-lexical tools, and survey data, with descriptive statistics and coding across five analytical categories. The findings show that emotional competence is most frequently manifested through hesitation markers, self-correction, clarification, reformulation, mitigation, supportive responses, and repair moves. The results further indicate that linguistic uncertainty and hesitation do not necessarily lead to communicative failure when they are accompanied by appropriate regulatory actions. An applied ecolinguistic model is proposed that encompasses emotional awareness, emotional regulation, communicative adaptation, ecological interaction, and communicative outcome. The practical significance of the findings lies in the possibility of using this model for the analysis of foreign language discourse, the development of educational tasks, and the design of digital language feedback. A promising direction for future research is to test the proposed model in authentic educational, online, professional, and intercultural communicative situations. The findings may also be useful for improving foreign language education and communication training in increasingly digitalized learning environments.

Keywords: emotional competence, emotional ecolinguistics, emotional regulation, communicative ecology, foreign language discourse, communicative strategies

Abstract

The relevance of the present study arises from the fact that foreign language communication increasingly takes place in intercultural, digital, and educational environments in which linguistic correctness alone does not guarantee communicative success. Under such conditions, emotional regulation, the ability to sustain interpersonal contact, and the capacity to maintain a safe and constructive tone of interaction become especially important. The aim of this article is to identify the ecolinguistic and applied dimensions of emotional competence in foreign language communication, while the object of the study is foreign language discourse in written, oral, digital, and lingua franca formats. The study was conducted as a qualitative-quantitative corpus-interpretive analysis based on open corpus resources, emotion-lexical tools, and survey data, with descriptive statistics and coding across five analytical categories. The findings show that emotional competence is most frequently manifested through hesitation markers, self-correction, clarification, reformulation, mitigation, supportive responses, and repair moves. The results further indicate that linguistic uncertainty and hesitation do not necessarily lead to communicative failure when they are accompanied by appropriate regulatory actions. An applied ecolinguistic model is proposed that encompasses emotional awareness, emotional regulation, communicative adaptation, ecological interaction, and communicative outcome. The practical significance of the findings lies in the possibility of using this model for the analysis of foreign language discourse, the development of educational tasks, and the design of digital language feedback. A promising direction for future research is to test the proposed model in authentic educational, online, professional, and intercultural communicative situations. The findings may also be useful for improving foreign language education and communication training in increasingly digitalized learning environments.

Keywords: emotional competence, emotional ecolinguistics, emotional regulation, communicative ecology, foreign language discourse, communicative strategies

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Natalia Kyseliuk
Department of Foreign Philology and Applied Linguistics, Faculty of Digital Educational and Social Technologies, Lutsk National Technical University, Lutsk, Ukraine
n.kyseliuk@lutsk-ntu.com.ua
Viktoriia Prykhodko
Department of Foreign Philology and Applied Linguistics, Faculty of Digital Educational and Social Technologies, Lutsk National Technical University, Lutsk, Ukraine
Vita Sternichuk
Department of Foreign Philology and Applied Linguistics, Faculty of Digital Educational and Social Technologies, Lutsk National Technical University, Lutsk, Ukraine
Iryna Voitenko
Department of Foreign Philology and Applied Linguistics, Faculty of Digital Educational and Social Technologies, Lutsk National Technical University, Lutsk, Ukraine
Valentyna Tryndiuk
Department of Philology, Faculty of Preschool Education and Musical Arts, Municipal Institution of Higher Education “Lutsk Pedagogical Institute'' of the Volyn Regional Council, Lutsk, Ukraine
Mariana Lukianchuk
Cycle Commission of Philological Disciplines, Lutsk Pedagogical Professional College, Municipal Institution of Higher Education “Lutsk Pedagogical Institute'' of the Volyn Regional Council, Lutsk, Ukraine

How to cite:

Natalia Kyseliuk, Viktoriia Prykhodko, Vita Sternichuk, Iryna Voitenko, Valentyna Tryndiuk, Mariana Lukianchuk. Applied and Ecolinguistic Dimensions of Emotional Competence in Foreign Language Communication. Revista Cultura Científica, 2026 Issue 24. pg. 1304-1317.

Publication History

  • Received: 07/06/2026
  • Accepted: 03/09/2026
  • Published: 20/09/2026
Copyright © 2026, Natalia Kyseliuk, Viktoriia Prykhodko, Vita Sternichuk, Iryna Voitenko, Valentyna Tryndiuk, Mariana Lukianchuk. Published by Revista Cultura Científica. This article is published as open access under the Creative Commons Attribution 4.0 International (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/).

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