The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension

2012 ◽  
Vol 6 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Parisa Abdolrezapour ◽  
Mansoor Tavakoli
Keyword(s):  
Emotional Intelligence ◽  
Reading Comprehension ◽  
Efl Learners ◽  
The Relationship

scholarly journals The Relationship between the Emotional Intelligence and Reading Comprehension of Iranian EFL Impulsive vs. Reflective Students

2016 ◽  
Vol 6 (6) ◽  
pp. 221
Author(s):  
Amir Reza Nemat Tabrizi ◽  
Leila Esmaeili
Keyword(s):  
Emotional Intelligence ◽  
Reading Comprehension ◽  
Significant Relationship ◽  
English Learners ◽  
Second Language Reading ◽  
Efl Learners ◽  
Learner Centered ◽  
Efl Teachers ◽  
Second Language Reading Comprehension ◽  
The Relationship

<p>The present article aimed at investigating the relationship between the emotional intelligence and reading comprehension of Iranian EFL impulsive and reflective students. To do so, 121 students based on a PET test were selected. Then, they answered a translated version of emotional intelligence and did a reading comprehension test. Later, they filled out impulsiveness questionnaire reflectiveness questionnaire. The results of these questionnaires and the reading test were compared. The first finding of the research revealed that there was a significant relationship between Iranian EFL learners’ emotional intelligence and their reading comprehension. Based on the next result, it was concluded that there was significant relationship between impulsive Iranian EFL learners’ emotional intelligence and their reading comprehension. On the other hand, there wasn’t such relationship between reflective Iranian EFL learners’ emotional intelligence and their reading comprehension. The last finding indicated that the Iranian impulsive EFL female students who possessed more degrees of emotional intelligence outperformed reflective students on reading comprehension. The findings of the research could be employed by EFL teachers, educational researchers, and English learners in an attempt to develop a more learner-centered method of second language reading comprehension.</p>

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.

scholarly journals Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Pia Resnik ◽  
Jean-Marc Dewaele
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Trait Emotional Intelligence ◽  
Efl Learners ◽  
Language Classroom ◽  
Moderate Negative Correlation ◽  
The Relationship ◽  
Emotionally Intelligent

Abstract Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.

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