scholarly journals The Relationship between Emotional Intelligence and Speaking Skills of Iranian Advanced EFL Learners

2018 ◽  
Vol 7 (5) ◽  
pp. 22 ◽  
Author(s):  
Zohre Esmaeeli ◽  
Masoud Khalili Sabet ◽  
Yadollah Shahabi
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Language Production ◽  
Pearson Correlation ◽  
Full Potential ◽  
Efl Learners ◽  
Social And Emotional ◽  
The Relationship ◽  
Speaking Skills

The role of emotional intelligence as a significant factor contributing to academic achievement was central in the area of research for several years. In second language learning research, personal and social skills seems to be critical as individual differences in language production. In this regard, this study has attempted to investigate the relationship between emotional intelligence and speaking skills of Iranian advanced EFL learners. In order to achieve this goal, 96 advanced EFL learners including 48 males and 48 females were randomly selected from eight institutes in Tehran. The design of the study is a quantitative, non- experimental research utilizing a correlational approach. The data were gathered through an EQ questionnaire (namely EQ- i: S, designed by Bar- On), and speaking test (from ILETS samples of speaking tests in the form of individual interview). The value of Pearson correlation coefficient indicated that there was a significant relationship between emotional intelligence and speaking score of advanced EFL learners. The findings of the present study which denoted the role of EQ in speaking ability can be efficiently implemented in educational system through social- and- emotional- learning programs to improve students’ oral proficiency in language classroom. And it is the job of English teachers to exploit students’ full potential in order to facilitate language learning.

INVESTIGATION OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND EFFECTIVENESS OF EDUCATIONAL ADMINISTRATION IN CITY OF ISFAHAN

2018 ◽  
Vol 6 (1) ◽  
pp. 19-24
Author(s):  
Nader Almasi ◽  
Narges Saeidian Khorasgani
Keyword(s):  
Emotional Intelligence ◽  
Correlation Coefficient ◽  
Educational Administration ◽  
Stepwise Regression ◽  
Pearson Correlation ◽  
Work Culture ◽  
Data Collection Tool ◽  
The Relationship ◽  
Education Managers

Purpose: The objective of this study was evaluation of the relationship between emotional intelligence and effectiveness of educational administration in city of Isfahan using descriptive and correlational approaches. Methodology: The studied population included 444 education managers in city of Isfahan in year 2015-2016. Based on Cochran formula, 216 participants were systematically sampled for the study. The data collection tool was two standard questionnaires of emotional intelligence questionnaire of Rod Barry and Jane Graves (2005) and effectiveness questionnaire of Aspercher and Christopher (2002). The validity of questionnaires were confirmed by some of the education managers, while reliability of them were calculated using Cronbach’s alpha for emotional intelligence and effectiveness to be 0.86 and 0.83, respectively. Data analysis was performed for both descriptive (frequency, percentage, chart) and inferential statistics (Pearson correlation, stepwise regression, and analysis of variance tests). Main Findings: Results showed that there is a significant correlation between emotional intelligence and effectiveness of administration with correlation coefficient of 0.372 and reliability of 0.002. Also, there was a significant correlation between optimism/emotion regulation factor and effectiveness of administration with correlation coefficient of 0.264 and reliability of 0.000. In addition, there was a significant correlation between evaluation of emotion and interaction marketing factor with correlation coefficient of 0.434 and reliability of 0.001. Furthermore, there was a significant correlation between social skills and effectiveness of administration with correlation coefficient of 0.254 and reliability of 0.04. Finally, there was a significant correlation between use of emotions and effectiveness of administration with correlation coefficient of 0.251 and reliability of 0.004. Implications: This study and result will enlighten academicians and administration about role of emotional intelligence in work culture and success. Originality: In author’s knowledge and belief this study is first of its kin din city of Isfahan.

scholarly journals The Relationship between the Emotional Intelligence of Iranian EFL Learners and Their Performance on the Listening Section of IELTS

2019 ◽  
Vol 10 (3) ◽  
pp. 469 ◽  
Author(s):  
Ali Akbar Khomeijani Farahani ◽  
Hassti Gholam-Shahbazi
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Significant Relationship ◽  
Standardized Test ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Advanced Learners ◽  
Efl Learners ◽  
High Level

This study was an attempt to explore the role of emotional intelligence on the whole and its components particularly problem solving in EFL learners’ listening comprehension performance in the IELTS tests. For this purpose, a total of 39 advanced learners homogenized according to Oxford Placement Test took part in this study. Participants completed the IELTS listening tests and were asked to fill out the Bar-On emotional intelligence questionnaire. The obtained quantitative data were analyzed using Pearson correlation coefficients. Results indicated a non-significant correlation between the whole EI scores and listening performance of learners. There were, however, a significant relationship between problem solving and EI. The social responsibility component of EI was also found to have a significant relationship with listening. The findings are discussed with regard to the role of the IELTS test as a standardized test and the high level of learners. Implications and suggestions for further research are presented.

scholarly journals The Relationship between Cultural Identity, Intrinsic Motivation and Pronunciation Knowledge of Iranian EFL Learners

2017 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
Somayyeh Shabani ◽  
Iman Alipoor
Keyword(s):  
Data Analysis ◽  
Cultural Identity ◽  
Intrinsic Motivation ◽  
Language Learning ◽  
Language Learners ◽  
Extrinsic Motivation ◽  
Pearson Correlation ◽  
Cultural Model ◽  
Efl Learners ◽  
The Relationship

Gardener’s (1985) socio-cultural model shows that culture is among the variables that can affect learning languages. In addition, a series of studies were prompted by Dörnyie (2005) to gauge the effect of motivation on language learning. This correlational study endeavored to find out any possible interaction between these variables, i.e., cultural identity, intrinsic motivation, and pronunciation knowledge of Iranian EFL learners at intermediate level. To this end, 9 items from Mathews’ Cultural Identity Questionnaire (2007) (as cited in Bazrafshan, 2015) along with intrinsic/extrinsic motivation questionnaire developed by Noels, Pelletier, Clement, and Vallerand (2000) were given to the 49 intermediate Iranian EFL learners who were selected among 74 learners studying at Mahan Language Institute in Birjand. The participants’ pronunciation knowledge was also measured through an interview. The results of the data analysis through Pearson correlation revealed that cultural identity shows no relationship with pronunciation knowledge of the participants, whereas more intrinsically motivated language learners gained higher scores on the pronunciation test. Pedagogical implications are discussed. 

scholarly journals The Impact of Using YouTubes and Audio Tracks Imitation YATI on Improving Speaking Skills of EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 191
Author(s):  
Mona M. Hamad ◽  
Amal Abdelsattar Metwally ◽  
Sabina Yasmin Alfaruque
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Pearson Correlation ◽  
Control Group ◽  
Computer Assisted ◽  
Pedagogical Tools ◽  
Efl Learners ◽  
Youtube Videos ◽  
The Impact ◽  
Speaking Skills

The purpose of this study is to shed light on a developed approach to be adopted in EFL speaking classes and show the effectiveness of using YouTube videos and Listening Audio Tracks Imitation (YATI) for teaching English language in speaking classrooms as pedagogical tools to improve EFL learners’ speaking skills. To find out the impact of using You Tubes and Audio Tracks Imitation (YATI) on improving speaking skills of EFL learners, the qualitative experimental approach is used to conduct this study. The participants of this study are 48 students studying major English, divided into two sections studying Listening & Speaking Course at College of Science & Arts Muhayil, King Khalid University. One section was used as a control group and the other as an experimental group. Data was collected using speaking tests results which were analyzed using SPSS Pearson correlation coefficient. The results revealed that employing YATI technique has a positive impact on the effectiveness of the speaking skills, fluency and pronunciation of EFL learners. This study concluded that YouTube videos and Listening Audio Tracks Imitation (YATI) is a very effective CALL (Computer-Assisted Language Learning) tool towards improving students’ speaking skills. This study recommends the use of YATI approach in order to help students overcome speaking problems.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

2020 ◽  
Vol 18 (1) ◽  
pp. 23-37
Author(s):  
Andreea Gheorghe ◽  
Oana Fodor ◽  
Anișoara Pavelea
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Complexity ◽  
Empirical Support ◽  
Task Conflict ◽  
Team Creativity ◽  
Mediating Role ◽  
Low Levels ◽  
Explanatory Mechanism ◽  
The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

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