scholarly journals On the Relationships among EFL Learners Willingness to Communicate, Communication Apprehension, Self-Perceived Competence and Emotional Intelligence

2018 ◽  
Vol 21 (3) ◽  
pp. 5-20
Author(s):  
Saeed Mehrpoor ◽  
Neda Soleimani
Keyword(s):  
Emotional Intelligence ◽  
Language Learners ◽  
Prospective Teachers ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Perceived Competence ◽  
Willingness To Communicate ◽  
Regression Analyses ◽  
Efl Learners ◽  
Emotional Quotient Inventory

This study focused on the relationships among language learners' communication-related variables including willingness to start a communication (WTC), self-perceived communication competence (SPCC), communication apprehension (CA) and different subcomponents of emotional intelligence (EI). To this end a battery of questionnaires (WTC=20 items, Personal Report of Communication Apprehension (PRCA=24), SelfPerceived Communication Competence (SPCC =12), Emotional quotient inventory (EQI=133)) were distributed among 340 randomly selected Iranian EFL learners in Yasuj, Iran. Correlation and regression analyses showed that EFL student' EI dimensions were correlated with their WTC, SPCC, and CA. All five EI dimensions were found to be positively and significantly correlated with WTC (at p<0.01). On the contrary, the correlation among EI constructs and CA were all negatively significant. Moreover, EFL learners' EI dimensions could significantly predict their WTC and other communication related variables. Findings of the study would have implications for both practicing and prospective teachers.

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.

Desire for Control and Communication-Related Personality Variables

2004 ◽  
Vol 94 (2) ◽  
pp. 581-582
Author(s):  
Peter D. MacIntyre ◽  
Leslie A. Donovan
Keyword(s):  
University Students ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Willingness To Communicate ◽  
Personality Variables ◽  
Desire For Control ◽  
Related Personality

In a sample of 95 university students, scores on a measure of desire for control correlated .37 with willingness to communicate, supporting the notion of control as a motive for communication and also correlated .43 with self-perceived communication competence but not with communication apprehension.

scholarly journals Willingness to Communicate and its Relationship with Emotional Intelligence and Gender Differences

2015 ◽  
Vol 52 ◽  
pp. 87-94 ◽  
Author(s):  
Leila Gholami
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Human Beings ◽  
Emotional Quotient Inventory ◽  
And Gender ◽  
Teaching Learning

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

scholarly journals The Comparative Effect of Audio-taped Homework/Feedback and Written Homework/Feedback on EFL Learners’ Willingness to Communicate

2018 ◽  
Vol 7 (6) ◽  
pp. 112
Author(s):  
Zeinab Ghasemi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Willingness To Communicate ◽  
Comparative Effect ◽  
Private Institution ◽  
Efl Learners ◽  
Class Time ◽  
The Subject ◽  
Indispensable Tool ◽  
The Way

Willingness to communicate emerges as a concept to account for an individual’s personality orientation and readiness toward talking and entering into discourse with a specific person and a particular time (McCroskey & Baer 1985; McCroskey & Richmond 1991). This is also valued in language learning as a crucial goal and achievement. Moreover an indispensable tool for stepping forward in the subject is a form of learnt activities reactivation during out-of-class time, which is called homework (Paudel, 2012). This is considered as a vehicle through which language learners reach the planned academic achievements faster (Amiryousefi, 2016). Two well-known subcategories of homework are seen as audio-taped and written ones. The use of audio homework comments (through MP3 files) versus written homework comments have become highly focused. Thus, the present study aimed at exploring the comparative effect of audio-taped and written homework/feedback on EFL learners’ willingness to communicate (WTC). The current study included 40 female intermediate language learners, learning English at a private institution. They were divided into two twenty-member experimental groups as Audio-taped homework/feedback and written. The participants mean age was about 18. Both groups received equal treatments, however the way they were asked for homework and the way to correct the handed in assignments were completely different (audi-taped ones were supposed to hand in their homework by recording their voice and also the teacher used the same technique making comments, but in written group the participants and the teacher were both required to have written homework and comments respectively). The results obviously indicated the considerable development of willingness to communicate through the application of audio-taped homework/feedback.

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