Reflective thinking, emotional intelligence, and speaking ability of EFL learners: Is there a relation?

2016 ◽  
Vol 19 ◽  
pp. 97-111 ◽  
Author(s):  
Hassan Soodmand Afshar ◽  
Masoud Rahimi
Keyword(s):  
Emotional Intelligence ◽  
Reflective Thinking ◽  
Efl Learners

scholarly journals KECERDASAN EMOSIONAL, KONTEKS DAN PENDEKATAN BELAJAR TERHADAP BERPIKIR REFLEKTIF DAN PRESTASI AKADEMIK (Kajian Terhadap Mahasiswa Akuntansi)

2021 ◽  
Author(s):  
Ia Kurnia
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Reflective Thinking ◽  
Learning Approaches ◽  
Learning Context ◽  
Context Learning

Kajian dalam buku ini bertujuan untuk untuk mengetahui relasi antara emotional intelligence, learning context, learning approaches, reflective thinking, dan academic performance. Dalam kajian ini dikembangkan relasi antara lima variabel atau konsep, yaitu variabel academic performance (pestasi akademik), emotional intelligence (kecerdasan emosional), reflective thinking (berpikir reflektif), learning approaches (pendekatan belajar), dan learning context (konteks belajar). Hasil kajian terhadap relasi kelima variabel tersebut diharapkan dapat memberikan kontribusi positif baik secara praktis ataupun teori, juga untuk penelitian-penelitian selanjutnya. Secara praktis kegunaan kajian tentang academic performance akan memberikan komparasi data perkembangan capaian prestasi akademik mahasiswa yang sangat berguna bagi pelaku pendidikan tinggi (pengambil kebijakan akademik dan dosen).

The Relationship between Emotional Intelligence and Learning Strategies among Iranian EFL Learners

2016 ◽  
Vol 6 (5) ◽  
pp. 952
Author(s):  
Laleh Taheri ◽  
Esmaeil Jadidi
Keyword(s):  
Emotional Intelligence ◽  
Stress Management ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Efl Learners ◽  
Positive Correlation ◽  
Memory Strategies ◽  
The Relationship ◽  
Personal Skill

The primary objective of this study was to investigate the relationship between Iranian EFL learners' emotional intelligence and their use of learning strategies. In so doing, one hundred English advanced learners of Iran Language Institute (ILI) at Shiraz branch (30 males and 70 females) were selected to participate in this study. The Bar-On (1980) Emotional Quotient Inventory questionnaire (EQ-I), and the Strategy Inventory for language Learning (SILL) (Oxford, 1990) were administered to determine the significance of the relationship between emotional intelligence and learning strategies. The results of correlation showed that there were positive significant relationships between some components of the two variables. The intra personal skill had positive correlations with memory strategies (r=.000, p<.05), cognitive strategies(r=.000, p<.05), metacognitive strategies(r=.006, p<.05), and social strategies(r=.02, p<.05).which showed that learners with intra personal skill use different learning strategies. There were also a positive correlation between social strategies with adaptability (r=.009, p<.05), and stress management (r=.004, p<.05). A positive correlation was also seen between memory strategies and stress management (r=.04, p<.05). The results of this study clearly depicts that among the emotional intelligence variables, intra personal skill got the highest relationship with components of learning strategies. This study has some pedagogical implications for researchers, teachers, policy makers, and educators.

Does Emotional Intelligence Have Anything to Do with Risk-taking among Iranian EFL Learners?

2015 ◽  
Vol 5 (10) ◽  
pp. 2029
Author(s):  
Mohammad Reza Ebrahimi ◽  
Nahid Yarahmadzehi
Keyword(s):  
Emotional Intelligence ◽  
Risk Taking ◽  
Efl Learners
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