Volume 21

ABSTRACT This study is a review of current research into the field of emotional intelligence as it pertains to business. The research implemented the quantitative methodology throughout implementing surveys over a defined number of respondents for data collection and the data had been treated using the SPSS statistical tool. The overall aim of the study was to study the effect of emotional intelligence on both job satisfaction and organizational commitment. Findings indicate a strong positive correlation between emotional intelligence and both employee organizational commitment and employee job satisfaction. The relationship between individual success and organizational success was established only conditionally. Further study is recommended to establish this relationship in other fields of business. Keywords: Education, Educational Intelligence, Leadership, Self-relationship, Higher education, self-awareness, Organizational Commitment General background of the study The potential tangible benefits of EI for the business world are vast.  They include more innovation and creativity in the workplace, as well as better physical and mental health (and thus reduced sick days and healthcare costs), healthier and more satisfactory workplace relationships, boosts in efficiency and in productivity.  For the individual, this means being both more successful and more satisfied.  Benefits for the organization include improved morale and higher levels of employee engagement.  Further benefits include having happier employees that work harder, that have a personal stake in what they do, and that facilitate world class performance.  In essence, it is possible that EI, when extended throughout a company, can act as a factor which aligns individual satisfaction and success with success and profits for the company according to Yoke (2018). Problem Statement and Research gap  Company policies will affect all workers and societies who are supposed to represent by businesses as a consequence of their impact on global culture. A human-centered strategy is increasingly relevant every day, as technologies and businesses growing at an ever faster pace. A new direction, an emotional compass is required in these days of change, which will help lead and channel our acts for the benefit of our own citizens and others around according to Yan (2016). Emotional awareness is a specific attribute that this anchor should support. Emotional intelligence will theoretically build a greater framework for honesty and fairness in industry and organizational strategy. The traditional corporate view, though, relies on gains, even at the disadvantage of integrity and human rights. Therefore, until companies and businesses have adequate reasons to integrate EI into a scheme, it must be demonstrated measurable economic and bottom line benefits. The importance of the employee is always known in industry only as to what the organization may sell. It will drive companies to profit to the detriment of the well-being of their workers. Throughout the sense of the enterprise-wide EI, though, the person will profit equally with the business, both in terms of his staff and the consumers he represents. Research have demonstrated the advantages of IT for many fields of industry, but only implicitly have the correlation between person achievement and performance according to Washington (2017). Research Objectives  This study seeks to clarify the effect of Emotional intelligence on individual’s well-being and success and the success of the company, as well as to show the central value of EI in aligning the two factors. Emotional intelligence is the most important quality of any company. Individuals and team members will concentrate on accountability reduction, cooperation and operation, communication and challenge avoidance. EI emphasizes the intent and outcomes that improve the confidence of employees. Results were collected via questionnaires of different departments to evaluate the effect of emotional intelligence on employees and leader’s success. Current Understanding of the Problem of Emotional Intelligence The metrics may be testing a combination of other factors, but the results of the assessment have been valuable predictors of several real-world variables.  Just as the effects of high emotional intelligence have been correlated strongly with factors such as productivity, engagement, stress management, social ease, and motivation, just to name a few.   To clarify this, those researchers who found the predictive influence of emotional intelligence negligible first had to factor out both personality and intelligence.  Whereas emotional intelligence assessments are single tests that can offer the functional intersection of these qualities. Perhaps the theoretical construct behind emotional intelligence does not describe an individual entity or a pure ability distinct from other factors.  But what it does measure has been found useful in empirical, practical conditions.  This is one of the reasons for the current divide between corporate emotional intelligence and academic, emotional intelligence according to Thornton (2015).   From the academic perspective, unless there is a certain and accepted theoretical construct backing an idea, it can have no value.  But there is a certain degree of pragmatism inherent in the perspectives and agendas of organizations.  If it works, use it.  This is why the use of emotional intelligence in the business context has been exponentially increasing over the previous two decades.  Both businesses and individuals have seen results according to Van Wingerden (2017). From the academic perspective, a great deal more research must be done before emotional intelligence can be fully understood, whether as an individual entity, or a collection of abilities, a blend of intelligence and personality traits, or some mixture of all these and more.   However, our understanding of these approaches and qualities can be of benefit now and is being used currently.  Therefore, to understand this effect better, one of the aims of this study is to explore the manners in which EI has been effective in improving the success of individuals and organizations, as well as how it has had no effect Emotional Intelligence and Organizational Commitment Emotions are significant in the life of employees and impact  employees commitment and behavior in the workplace, which affect our psychological impressions of wellbeing (Adams, 2017). He said that emotional intelligence involves self-awareness skills, self-motivation, emotional control, relationship management, empathy, and other skills. Primary result function was corporate engagement and job satisfaction. A survey conducted by Bordia (2017) over 200 employees to study the relationship between

Abstract A role of digital media for any learning theory is comprehensive and critical, it should integrate all the learning elements without missing anyone of them. Hence, this paper is an attempt to critically analyze a controlled language class based on the Comprehensive Instructional Model of Language Learning (CIMLL). The method of analysis is descriptive and instructional. Descriptive in the sense that it is observational, qualitative, and quantitative. Instructional in the sense that it is evaluative because it is based on the four evaluative factors, namely quantity, quality, manner, and relation. It is an evaluation, which is not taken as a judgement for the teachers’ work because the new comprehensive model helps them to build on their evaluation in order to improve on their practices without changing their teaching strategies. The comprehensive character of learning should be explicitly presented in every practice to prevent any ambiguity in terms of instructions or the clarity of the teaching materials.     Keywords: Digital Media and Mass communication, Comprehensive Instructional Model of Language Learning, the learning components, the evaluative dimensions, the comprehensive character, instructional, practice. 1. Introduction The comprehensive aspect of any language learning model in any teaching context is the cornerstone of its success or failure. In this paper, our focus will be on a controlled language class that we tried to analyze in the light of the Comprehensive Instructional Model of Language Learning (CIMLL). We started our analysis with the description of the process of the lesson in terms of the teacher’s performance, behaviour, instructions, the use of the board, the use of the mother tongue, reactions, and to what extent she was able to integrate the three learning components in every step of the lesson, namely the input, the competency building, and the communicative acts. In terms of evaluation, the teacher adopts the CIMLL’s matrix, which is based on the four qualitative dimensions, quantity, quality, manner, and relation. The informants of the experiment are a group of twelve Moroccan public school students with different backgrounds where English is studied as a foreign language. However, in terms of the use of the three learning components and the evaluation of their comprehensive characters in this reading comprehension lesson, we can state that the teacher was able to introduce her students to an input in the form of some flash cards to display and a text to read, which was not enough in terms of variety and richness. The students were not introduced to any audio or video to listen to or a paragraph or a small text or a dialogue to read before being introduced to the main text. The teacher did not succeed to solve the problem of the flash cards in terms of pronunciation through the absence of any native speaker or voiceover. In what concerns the evaluation of the comprehensive character of the students’ competency building, all the indicators demonstrate to what extent the material used was not enough either for not being appropriately exploited or due to the teacher’s humbleness in terms of the delivery of instructions or in terms of variety and richness. Thus, we could notice that the building of the students’ competency was almost inexistent. On the other hand, the absence of any concrete interaction or collaboration among students indicates that their comprehensive character in terms of the meaningful communicative acts was almost null.   In the present analysis, we can state that the evaluation of the controlled language class was done on the fact that the quality of the learning process depends on how comprehensive and cooperative it is on the basis of the three learning components in accordance with the four evaluative dimensions or Paul Grice’s (1975) four maxims. The teacher’s role is to pave the way for all the students to be fully engaged in every single activity by providing adequate material and using appropriate teaching and learning context and by demonstrating how cooperation takes place.     2. Literature review Different scholars in different contexts have raised the concept of comprehensiveness in the domain of teaching and learning by conducting various studies in such a way as to explore the natural aspect of language acquisition. In terms of acquisition, we have to take into consideration language as a human faculty from various perspectives. In order to be ‘linguistically literate’ whatsoever the modality is, we should be “able to produce interesting and varied linguistic output that is attuned to different addressees and communicative contexts” (Ravid and Tolchinsky, 2002, p. 420). Hence, the learners’ linguistic performance or output is considered as one of the crucial learning components in the process of learning and one of the most frequent modalities in terms of language use in different natural contexts (Chafe, 1994). This kind of process should also take place in a comprehensive way and in anxiety-free and varied linguistic circumstances where the learners become aware of their own linguistic abilities and in complete control of them.  Hutchby & Wooffitt (1998) stated that in the conversational processes, or what is called the meaningful communicative acts or the continuous dialogic or conversational context for learning a language (Boughoulid, 2022a), the learners’ intentions are completely focused on the content of the interaction as well as the role each one reincarnates in it in such a way as to realize their linguistic objectives. According to Ravid and Tolchinsky (2002), “language production in different circumstances is shaped in each modality under constraints and principles of human information processing such as speed, clarity, economy, and expressiveness” (p. 426). In fact, such principles should not be taken for granted because they represent the cornerstone that defines the success or failure of any language learning model in any teaching and learning context where the domain is human and the organism is language (Chomsky, 1975). However, in terms of the concept of comprehensiveness and its implementation in any linguistic skill in general and in relation to the comprehensive theory of comprehension in particular, McNamara & Magliano (2009) demonstrated that “a comprehensive model should be able

1This research is supported by the Research Grants Council Committee of the University Grants Council of HongKong ((1) General Research Fund (GRF) Project No. 844012 “Quadrasyllabic Idiomatic Expressions (QIEs) in Chineseand neighboring Languages: An Investigation into Linguistic and Cultural History” and (2) GRF Project No.148908 “AQuantitative and Qualitative Comparison of Word Formation in Modern Standard Chinese and Early Modern Chinese”).I am grateful for comments leading up to this paper from co-investigators in the two projects: Andy Chin, HintatCheung, and particularly Shin Kataoka who has drawn my attention to many of the examples in this paper.39On the other hand, when two related languages have dissimilar terms to express similar objects orevents, then the difference could well represent salient non-linguistic variations. For example, theword for government in Indonesia is Pemerintah and in Malay Kerajaan. In the latter case ofMalay, the word reflects the structure of government involving constitutional monarchy (asindicated by “Rajah”) whereas the case of Indonesian reflects an organization structure presidedover by a leader. The form Selamat means “hello” in Indonesia and Malaysia, originating fromSemitic languages: Arabic Salam “peace” e.g. Salaam Alaikum “peace be with you” and HebrewShalom (peace). But in the Philippine languages, it means “thank you”. This shift of meaning maynot be unreasonable if we consider the broader context of language contact interaction in which wefind the universal and customary conversation opening and closing moves, which are the same inIslamic societies (Salaam Alaikum), in stark contrast to English (with hello-hi and goodbyerespectively) and other languages. In the exchange of identical but multifunctional pragmaticexpressions during the opening and closing communicative moves among participants, a possiblesemantic switching taking place could be understandable.In Asia, two long standing major classical traditions have been recognized:(I) Sanskrit base [Indosphere2]Devanagari, on which the Sanskrit writing system is based, has influenced the writing systems ofIndosphere languages of the South Asian subcontinent, Burmese, Thai, Lao, Tibetan etc, but notIndonesia and Malaysia in which once dominant Hindu Kingdoms in the Indonesian archipelagohave given way to Islamic sultanates, with exceptions to be found in Bali, for example. In theselanguages, there has not been much evidence of the Indic past in non-materialistic terms, other thanloan words, while Jawi, the script derived from Arbic, still survives.(II) Sinitic base [Sinosphere]Its emblematic logographic writing system has greatly influenced the historical development ofSinosphere writing systems in Japan, Korea, Vietnam, and among other ethnic groups like the Nasietc, on which the associated classical traditions, including the Chinese classical language have hadsignificant impact. Thus their students to this day are often exposed to literary classics of Chineseorigin such as the Chronicles of Three Kingdoms (三國演義) and Water Margin or All Men andBrothers (水滸傳). This tradition bears interesting comparison with the lesser trend of students inThailand, Laos, and Cambodia (but not Indonesia or Malaysia) studying the Indic epic Ramayama.One distinctive feature of languages associated with Sinosphere is the importance given torelatively unique idiomatic expressions such as 不三不四 [not-3-not-4] “improper”, similar toEnglish “neither fish nor fowl” but with stronger negative connotations. For example, civil servantsin Japan, Korea and Vietnam, in order to gain promotion, have to take language examinations inwhich there are expectations on familiarity with such expressions. This is often seen as a difficultand arduous task because of the drastic typological linguistic differences between Japanese, Koreanand Vietnamese on the one hand, and Chinese on the other hand. Thus, considerable efforts have tobe made by the civil servant aspiring to promotion.It is interesting to note that whereas Korea and Japan, for example, have adopted the Chineselogographic writing system, and have even incorporated it into basically at one time or another 2 Matisoff (1990) proposed the terms Sinosphere and Indosphere to distinguish between two major and oftensuperimposed cultural traditions within Asia.40bimodal writing systems. On the other hand, related languages such as Mongolians and Manchusswitched to the Chinese language when they conquered all of China, rather than imposed their ownlanguage as the native language, with possible adaptation or adoption of the logographic script.There were some minor unsuccessful attempts such as that by the Kitan Kingdom (契丹) whichdeveloped a demotic script, and the use of Phags-Pa script of the Mongols, which though squarishin shape and written from right to left, was much more influenced by the writing system of theTibetans who have shared Lamaism as a common religion. 3This is because in puritanical times, churches would have been good examples of frugality and so there would nothave been much leftover for the resident mice there. The use of QIE in Chinese is pervasive in many domains of discourse and language use. Forexamples:(13) Greetings: 好久不見 [very-long-no-see] “long time no see”, 不見不散 [no-see-no-disperse] “wait until we meet”(14) Slogans: 安全第一 [safe-whole-number one] “safety is top priority”, 酒後勿駛[drink-after-don’t-drive] “don’t drive if you drink”(15) Movie names: 窈窕淑女 [slim-fit-gentle-lady] “My Fair Lady”, 浩劫重生[calamity-again-alive] “Cast Away”(16) Advertisement (Real Estate): 全海靚裝 [all-sea-beautiful-renovation] “fullseaview”, 樓皇氣派 [building-emperor-air-atmosphere] “imperial bearing”Chinese QIEs are relatively distinct linguistic structures, standing out from regular language,comparable to the use in English of Latin or Latinate expressions Lacuna/ lacunae; Caveat emptor.Specifically, some defining characteristics of QIEs may be summarized as follows:a) Four syllables or logographsb) Relatively fixed structure and patternsc) Figurative meaning and semantic opacityThe quadrasyllabic structure draws on a basic disyllabic propensity in Chinese, reflecting, forexample, a common reduplicative tendency in addressing close relatives:媽 ma à 媽媽 ma-ma “mother”爸 ba à 爸爸 ba-ba “father”姐 jie à 姐姐 jie-jie “sister”The quadrasyllabic propensity is further evidenced by contractions from pentasyllabic expressions,for examples: (17) 傻人有傻福 à 傻有傻福[Silly-person-has-silly-blessing] à [silly-has-silly-blessing]“Innocence is blessing”(18) 新瓶裝舊酒 à 新瓶舊酒[New-bottle-contains-old-wine] à [new-bottle-old-wine]“New wine in old bottle” 4Zhu-ge-liang 諸葛亮 and Kong-ming 孔明 are names of the same minister whose wisdom is legendary from theChronicles of the Three Kingdoms. In everyday language, quadrasyllabic, pentasyllabic expressions or expressions ofother length may be found but the more frequent use of the former, especially in more formal discourse, would signifyerudition.43QIEs involve discoursal opacity, which entails metalinguistic ability to differentiate between literaland metaphorical usage, which in turn can draw on logical deduction and can project positive ornegative polar sentiments as rhetorical devices. For instance, the QIE 孤男寡女 [lonely-mansingle-woman] “unmarried couple” has negative