Mohammad Hadi Mahmoodi; Maliheh Dehghannezhad
Volume 7, Issue 16 , December 2015, , Pages 55-84
Abstract
The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, ...
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The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EFL learners studying at private English language institutes in Shiraz took 4 sets of instruments:Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL).The results of the statistical analysis revealed that teaching CT skills had a significant effect on the LLS use of EFL learners across different EQ levels. However, no significant difference was found between LLS scores of students with high and low EQ levels. Moreover, a significant positive relationship was found between critical thinking and emotional intelligence, and overall language learning strategy and critical thinking. The results of the present study might give insight to EFL teachers so as to make them aware of the higher order thinking skills required for a successful application of language learning strategies in foreign language learning context. The present study was conducted to investigate how EFL learners with distinct levels of emotional intelligence might benefit from Critical Thinking-based instruction and use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of EFL learners. To this end, 88 EFL learners studying at private English language institutes in Shiraz took 4 sets of instruments:Oxford Placement Test, California Critical Thinking Skills Test (CCTST), Bar-On Emotional Quotient inventory (EQ-i), and the Strategy Inventory for Language Learning (SILL).The results of the statistical analysis revealed that teaching CT skills had a significant effect on the LLS use of EFL learners across different EQ levels. However, no significant difference was found between LLS scores of students with high and low EQ levels. Moreover, a significant positive relationship was found between critical thinking and emotional intelligence, and overall language learning strategy and critical thinking. The results of the present study might give insight to EFL teachers so as to make them aware of the higher order thinking skills required for a successful application of language learning strategies in foreign language learning context.
