OLUSIJI LASEKAN ^1* Margot Godoy ^2* Claudia Méndez-Alarcón ³

• ¹ Temuco Catholic University, Temuco, Chile
• ² University of La Frontera, Temuco, Araucania, Chile
• ³ Autonomous University of Baja California, Mexicali, Baja California, Mexico

This study investigates the role of emotional vocabulary in fostering emotional intelligence (EI) among pre-service EFL teachers, focusing on the Headway series. The general objective was to quantify, categorize, and classify emotion vocabulary across proficiency levels and to develop a systematic teaching model to enhance EI in pre-service teachers. A mixed-methods approach was employed: quantitative analysis identified and categorized emotional vocabulary using established lexicons, and qualitative thematic analysis aligned this vocabulary with key EI components such as self-awareness, emotional regulation, and empathy. To develop the systematic teaching model, a design-based research methodology was utilized, incorporating iterative refinement based on empirical findings and expert feedback. Grounded in Goleman's Emotional Intelligence Theory, the study revealed a progressive increase in emotional vocabulary, with more complex emotions introduced at advanced levels. Positive emotions were more frequent at beginner levels, while negative and neutral emotions increased at higher stages, supporting self-regulation and empathy development. The systematic teaching model proposed in the study addresses key EI components such as self-awareness, social skills, and emotional regulation by scaffolding emotional vocabulary instruction across proficiency levels. This model provides a structured framework to equip educators with the emotional and linguistic tools necessary for effective classroom management and enhanced student outcomes. This research holds pedagogical implications for teacher training programs, recommending that emotional vocabulary and EI be integrated into pre-service education to improve classroom management and student outcomes.