Maher Institute Inc Iranian Journal of Neurodevelopmental Disorders 3115-848X 3 2024 03 30 The Effect of Gamified English Language Instruction on the Emotional Intelligence of First Grade Children The Effect of Gamified English Language Instruction on the Emotional Intelligence of First Grade Children 81 90 10.61838/kman.jndd.3.1.10 EN Journal Article 2023 12 07 <p><strong>Purpose: </strong>This study aimed to investigate the effect of gamified English language instruction on the emotional intelligence of first-grade children.</p> <p><strong>Methods and Materials: </strong>A quasi-experimental design with pretest-posttest and a control group was used. The study population included first-grade students from District 2 of Tehran during the 2024–2025 academic year. Using cluster random sampling, 30 children were selected and randomly assigned to either the experimental group (n = 15) or the control group (n = 15). The data collection tool was the standardized 31-item pictorial Emotional Intelligence Questionnaire for Children (CEIT-R), which was administered before and after the intervention. The experimental group received a 10-session gamified English language instruction program, incorporating educational tools such as songs, storytelling, puzzles, magnetic boards, crafts, and Montessori materials designed to engage learners through play-based methods. The control group received no intervention. Data were analyzed using SPSS-26, employing descriptive statistics, Kolmogorov–Smirnov test for normality, Levene’s test for homogeneity of variances, Box’s M test for covariance homogeneity, multivariate analysis of covariance (MANCOVA), and between-subjects effects tests.</p> <p><strong>Findings: </strong>The results of MANCOVA showed a significant effect of the intervention on total emotional intelligence and its components, including self-awareness, social awareness, self-management, and relationship management (Pillai’s Trace = 0.97, F = 244.97, p &lt; 0.01). Between-group comparisons in the posttest revealed significant differences in favor of the experimental group across all components: self-awareness (F = 189.83, p &lt; 0.01, η² = 0.87), social awareness (F = 138.43, p &lt; 0.01, η² = 0.83), self-management (F = 127.05, p &lt; 0.01, η² = 0.82), relationship management (F = 443.03, p &lt; 0.01, η² = 0.94), and total emotional intelligence (F = 855.11, p &lt; 0.01, η² = 0.97).</p> <p><strong>Conclusion: </strong>These findings suggest that integrating playful and interactive methods into early language education can be an effective strategy for supporting emotional development in young learners.</p> https://www.maherpub.com/index.php/jndd/article/download/411/311