The Role of Emotional Intelligence in Bilingual Education: A Study on The Improvement of the Oral Language Skill

The objective of this study is to enquire how effectively the application of emotional intelligence is in the process of the acquisition of the oral skills in the foreign language at an early age, specifically in the first year of primary education. The findings obtained in this investigation proceed from a study in which we have analyzed and compared a bilingual educative programme that integrates the dimensions of emotional intelligence in its curriculum, AMCO, with other approaches in which this type of attention is not previously organized in their programs such as CLIL and the teaching of a foreign language. The results show that students who have been exposed to a methodology that integrates techniques for the application of emotional intelligence obtain better marks in the oral production of the L2 favouring its acquisition. Furthermore the study found evidence that these students were more motivated in the process of speaking and showed more self-esteem, and self-control in the classroom interactions.

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Developing intonation skills in English: A systemic functional linguistics perspective

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v8i1.3222 ◽

2018 ◽

Vol 8 (1) ◽

pp. 11-20

Author(s):

Renata Fabiana Cardinali ◽

Maria Celina Barbeito

Keyword(s):

Foreign Language ◽

Language Learners ◽

Systemic Functional Linguistics ◽

First Year ◽

First Year Students ◽

Functional Linguistics ◽

Oral Production ◽

Foreign Language Learners ◽

National University ◽

Oral Skills

This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers Keywords: EFL, intonation, systemic functional linguistics, teacher training.

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Self-esteem and addictive smartphone use: The mediator role of anxiety and the moderator role of self-control

Children and Youth Services Review ◽

10.1016/j.childyouth.2021.105990 ◽

2021 ◽

pp. 105990

Author(s):

Qiufeng Gao ◽

En Fu ◽

Yanhui Xiang ◽

Ge Jia ◽

Shiyi Wu

Keyword(s):

Self Esteem ◽

Self Control ◽

Mediator Role ◽

Smartphone Use ◽

Moderator Role

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Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

Journal of Language and Cultural Education ◽

10.1515/jolace-2017-0016 ◽

2017 ◽

Vol 5 (2) ◽

pp. 25-39

Author(s):

Liaquat A. Channa ◽

Daniel Gilhooly ◽

Charles A. Lynn ◽

Syed A. Manan ◽

Niaz Hussain Soomro

Keyword(s):

Foreign Language ◽

Language Learning ◽

Bilingual Education ◽

Sociocultural Theory ◽

Review Paper ◽

First Language ◽

Language Education ◽

Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

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The Role of Gender in Association between Emotional Intelligence and Self-Control among University Student-Athletes

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182211819 ◽

2021 ◽

Vol 18 (22) ◽

pp. 11819

Author(s):

Audrone Dumciene ◽

Saule Sipaviciene

Keyword(s):

Emotional Intelligence ◽

Student Athletes ◽

University Student ◽

The Self ◽

Self Control ◽

Control Scale ◽

Forecasting Models ◽

Healthy Habits ◽

Control Construct

The purpose of this study was to reveal the peculiarities of undergraduate studies university student-athletes’ emotional intelligence and self-control indicators, and the role of gender as a predictor in the association between emotional intelligence and self-control. The study included students regularly involved in training at least three times a week. The sample consisted of 1395 student athletes from Lithuanian universities, among them 59.2% female and 40.8% male. For measurement, the SSRI inventory and a self-control scale were used. All values of emotional intelligence indicators were significantly higher for males than females. Estimates of the components of the self-control construct varied. The score for the healthy habits component was significantly higher for women than for men, the self-discipline component did not differ significantly, and the other three components were higher for males. Estimates of the components of the self-control construct varied. Models for predicting the values of self-control components were proposed. Only one component of the emotional intelligence construct, optimism, was repeated in all forecasting models, as well as gender. Other components of emotional intelligence vary in models.

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Social Media Addiction and Personality: A Review of Research

RUDN Journal of Psychology and Pedagogics ◽

10.22363/2313-1683-2021-18-3-607-630 ◽

2021 ◽

Vol 18 (3) ◽

pp. 607-630

Author(s):

Viktor P. Sheinov

Keyword(s):

Social Networks ◽

Social Media ◽

Foreign Language ◽

Self Esteem ◽

Way Of Life ◽

Face To Face ◽

Social Media Addiction ◽

Physical Health Problems ◽

Negative Links

Social networks are taking up more and more place in the daily life of modern people, becoming an integral part of our existence. At the same time, the role of social networks is constantly growing along with the rapid growth in the number of their active users. As online interaction for many has become more used than face-to-face communication, social networks have begun to seriously affect the way of life, communication, interests and psychology of people. The use of social networks is growing exponentially and has covered more than a third of the worlds population; therefore, researchers from different countries are actively studying social networks. Considerable empirical data has been accumulated that requires generalization and understanding, which is the purpose of this review. We found positive links between social media addiction and depression, anxiety, stress, neuroticism, emotional problems, low self-esteem, cyber-victimization, physical health problems, mental disorders, loneliness, procrastination, smartphone and internet addiction, and infidelity in relationships. Negative links were revealed between social media addiction and life satisfaction, academic performance of schoolchildren and students, labor productivity and commitment to the organization of its employees, social capital, and age. The main reason for social media addiction is the need for communication, and women are generally more active in social networks than men. This review provides only those links of social media addiction that have been established in a number of studies conducted in different countries. The presented results were obtained abroad using foreign language questionnaires that determine social media addiction. The lack of such a reliable and valid tool among Russian-speaking psychologists has become a serious factor hindering the conduct of similar domestic research. With this in view, the author developed a specially designed social media addiction questionnaire.

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Role of Emotional Intelligence in Academic Achievement

Advances in Human Resources Management and Organizational Development - Strategic Approaches for Human Capital Management and Development in a Turbulent Economy ◽

10.4018/978-1-4666-4530-1.ch016 ◽

2014 ◽

pp. 255-263 ◽

Cited By ~ 1

Author(s):

Tripti Singh ◽

Manish Kumar Verma ◽

Rupali Singh

Keyword(s):

Academic Achievement ◽

Emotional Intelligence ◽

Social Intelligence ◽

Engineering Students ◽

School Level ◽

First Year ◽

First Year Students ◽

Academic Achievements ◽

Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

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What Regulates Gratitude Response of Women and Men? The Role of the Received Good, Psychosocial Factors, and Repayment

Psychological Reports ◽

10.1177/0033294118811620 ◽

2018 ◽

Vol 123 (2) ◽

pp. 395-419 ◽

Cited By ~ 1

Author(s):

Joanna E. Preś ◽

Jacek Kurpisz ◽

Justyna Pełka-Wysiecka ◽

Katarzyna Adamowicz ◽

Daria Suchecka-Fidura ◽

...

Keyword(s):

Gender Differences ◽

Emotional Intelligence ◽

Psychosocial Factors ◽

Self Esteem ◽

Emotional Reaction ◽

Experimental Conditions ◽

Gender And Age ◽

Good Material ◽

Quasi Experimental

This paper touches upon gender differences concerning psychosocial factors related to the emotional reaction of gratitude and forms of expressing gratitude in quasi-experimental conditions. It is based on findings from a study conducted on 576 participants of both sexes, aged 14 to 86 years. There were used three versions of the same questionnaire, depending on the type of the received good—material, intangible, or none. The participants’ gratitude level (as a trait), self-esteem, and emotional intelligence were measured. The findings revealed that women and young adults experience the highest levels of gratitude. Gender and age significantly differentiated the preferred ways of showing gratitude. Gratitude level was found to be positively correlated with self-esteem, emotional intelligence, and readiness to help people—both the benefactor and others. Getting an intangible good was associated with the strongest urge to reciprocate the benefactor. The preferred way of showing gratitude significantly varied between the investigated groups.

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