Emotional Intelligence Growth Through Volunteering with Language Teaching Associations

2018 ◽  
pp. 229-240 ◽  
Author(s):  
Patricia Szasz ◽  
Kathleen M. Bailey
Keyword(s):  
Emotional Intelligence ◽  
Language Teaching

scholarly journals The examination of relationships between emotional intelligence levels and creativity levels of pre-service teachers in the teaching-learning process and environments

2014 ◽  
Vol 4 (2) ◽  
pp. 45-74 ◽  
Author(s):  
Bilal Duman ◽  
Güler Göçen ◽  
Ali Yakar
Keyword(s):  
Emotional Intelligence ◽  
Grade Level ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teaching ◽  
Personal Data ◽  
Data Form ◽  
School Teaching ◽  
Significant Difference ◽  
Turkish Language

The aim of this study is to examine the relationship between emotional intelligence levels and creativity levels of pre-service teachers in the process of constructing educational system in Turkey. In the study, mixed methods which include qualitative and quantitative data were used. The study was done in 2011-2012 academic year with the participation of the students of Muğla University, Faculty of Education, Departments of Elementary Science Teaching, Elementary School Teaching, Pre-School Teaching, Elementary Social Sciences Teaching, Turkish Language Teaching and English Language Teaching. The questionnaire which was adapted to Turkish language by Tatar et al. (2011) "Emotional Intelligence Questionnaire" was used to determine the pre-service teachers' emotional intelligence levels. Additionally, the questionnaire which was adapted to Turkish language by Aksoy (2004) "How Creative Are You?" was used to determine the pre-service teachers' creativity levels. And "Personal Data Form" was used to collect personal data of the pre-service teachers. For the collection of qualitative data, semi-structured interview form prepared by the researchers, and "Personal Data Form" were used to. In order to analyze the quantitative data, "t test" and one-way anova were used. Both critical and interpretive analysis techniques were applied together in the analysis of the qualitative data. According to results of the study, it was determined that emotional intelligence levels of pre-service teachers vary significantly based on gender; yet, no significant difference based on grade level and department was observed. Additionally, it was determined that creativity levels of pre-service teachers vary significantly depending on department, but no significant difference is observed based on gender and grade level. And finally, it was determined that there was positive and significant relationship at a low level between emotional intelligence levels and creativity levels of pre-service teachers.

scholarly journals The role of emotional intelligence in decreasing the anxiety in language learning

2017 ◽  
Vol 7 (2) ◽  
pp. 50
Author(s):  
Merita Ismaili ◽  
Shpresa Mustafai
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Personal Responsibility ◽  
East European ◽  
Academic Year

Abstract   Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the LC teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognized need for well developed EI skills to gain higher academic achievement. The objective of this article is to emphasize some characteristics of EI to today’s language teaching and learning trends, used at the Language Centre, South East European University. By examining the relationship between EI and language learning this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom. Keywords:Emotional Inteligence, motivation, language teaching.      

scholarly journals Emotional Intelligence and Language Teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 17-30
Author(s):  
Mert PEKBAY ◽  
Onur KARASU ◽  
Oya TUNABOYLU
Keyword(s):  
Emotional Intelligence ◽  
Language Teaching

The role of emotional intelligence in decreasing the anxiety in language learning

2018 ◽  
Vol 7 (3) ◽  
pp. 116-120
Author(s):  
Merita Ismaili ◽  
Shpresa Mustafai
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Personal Responsibility ◽  
East European ◽  
Academic Year

Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time, including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the Language Centre (LC) teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognised need for well-developed EI skills to gain higher academic achievement. The objective of this article is to emphasise some characteristics of EI to today’s language teaching and learning trends, used at the LC, South East European University. By examining the relationship between EI and language learning, this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom.   Keywords: Emotional inteligence, motivation, language teaching.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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