Story-Based Instruction to Foster Learners’ Emotional Intelligence Development: A Systematic Review Article

Abstract

This systematic review examines how story-based interventions (including bibliotherapy, story reading, oral storytelling and digital storytelling) foster emotional intelligence among learners, particularly in EFL contexts. Following PRISMA guidelines, 15 peer-reviewed studies were selected through a structured search of education and applied linguistics databases, using key terms such as “story-based instruction” “emotional intelligence,” “storytelling,” “digital storytelling”, “story reading” and “bibliotherapy.” Of these, 10 employed empirical methods and 5 offered theoretical or pedagogical frameworks. The findings indicate that story-based approaches can significantly enhance learners’ emotional awareness, empathy, emotion regulation, and interpersonal engagement. Techniques such as story reading, bibliotherapy, oral storytelling, and digital storytelling proved particularly effective in promoting perspective-taking, emotional vocabulary, and reflective thinking. Theoretical models (namely Goleman’s emotional intelligence framework, the Mayer-Salovey ability model, and narrative pedagogy) elucidate the mechanisms through which narrative-mediated learning supports affective development. The review concludes that incorporating emotionally rich narrative materials within language-learning curricula can concurrently promote linguistic competence and emotional growth. Pedagogical implications highlight the necessity for teacher training in emotional literacy, learner-centered story-based instruction practices, the incorporation of culturally responsive resources. Future research is recommended to explore long-term and cross-cultural effects of story-based emotional intelligence instruction through more rigorous and diverse methodologies.