English language learning
Reza Taherkhani; Reza Moradi
Abstract
This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students ...
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This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students from 28 different countries studying at 12 universities across Iran. Data were collected through S-E, EI, A scales, and a reading comprehension test and were analyzed using Pearson correlation. The results revealed that there were significant links between the variables and their sub-constructs and reading comprehension ability. Also, structured interviews were administrated with 45 participants, the results of which confirmed those obtained from quantitative instruments. Moreover, structural equation modeling (SEM) was used to access more in-depth perception of the variables and explore the strengths of the causal relationships. The three independent variables strongly predicted reading comprehension, with S-E being the strongest predictor. Also, three out of four sub-constructs of EI, and two out of three sub-constructs of A were powerful predictors of reading comprehension. In terms of the increasing number of PSL learners, the findings of the present study could be helpful for L2 (particularly PSL) teachers, learners, and academic policymakers.
Zhaleh Beheshti; Daryush Nejadansari; Hossein Barati
Abstract
The aim of this study was fourfold: (1) to investigate the effect of literature-based activities on the accuracy of Iranian Engineering students’ writing (2) to examine the effect of literature-based activities on the accuracy of their WhatsApp assisted writing (3) to determine whether their emotional ...
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The aim of this study was fourfold: (1) to investigate the effect of literature-based activities on the accuracy of Iranian Engineering students’ writing (2) to examine the effect of literature-based activities on the accuracy of their WhatsApp assisted writing (3) to determine whether their emotional intelligence (EI) increases through literature-based activities in a WhatsApp assisted setting and (4) to survey the effect of literature-based activities and the produced emotional intelligence on the complexity and lexical diversity of students’ WhatsApp assisted writing. In phase I, as students went through literature-based activities, no significant differences of accuracy were found; despite the fact that the mean difference and standard deviation scores were indicative of effective treatment, literature-based activities. In phase II, the results obtained from the analytic procedures of literature-based activities on the accuracy of students’ WhatsApp assisted writing showed that the experimental group showed higher accuracy of writing. In phase III, the result of emotional intelligence improvement was more remarkable in the WhatsApp assisted writing. Additionally, the WhatsApp assisted written productions were significantly more diverse in using lexis, t-units and clauses but not other parameters of complexity. The results have some implications for teachers and researchers in the ESP setting.
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.
هادی فرجامی; امیرحسین قبالی
Volume 5, Issue 11 , November 2013, , Pages 53-72
Abstract
This research is an investigation of the relationship between the emotional intelligence of a group of Iranian English language learners and the coherence of the essays they produced. A 40-item TOEFL-type test of English proficiency including items on grammar, vocabulary, reading comprehension with the ...
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This research is an investigation of the relationship between the emotional intelligence of a group of Iranian English language learners and the coherence of the essays they produced. A 40-item TOEFL-type test of English proficiency including items on grammar, vocabulary, reading comprehension with the Cronbach’s alpha reliability of .742, was planned to identify the proficient candidates who could produce substantive and meaningful texts. Moreover, a 33-item inventory of Schutte Emotional Intelligence Scale and a task of essay writing on a specific topic were administered. From 110 candidates who took the test, questionnaire and the task, 79 subjects completely submitted them. Forty-five students managed to score above 23 out of 40 on the proficiency test; therefore, their emotional profiles and essays were further analyzed. For objective assessment of the coherence of the essays, Bamberg’s (1984) Holistic Coherence Scale was used with five points ranging from ‘fully coherent’ (4) to ‘unscorable’ (0). The Spearman’s rho test was used in investigating the association between the coherence of the essays and the emotional intelligence of their writers. Flying in the face of the researchers’ expectation, an insignificant relationship was observed.
حبیب الله مشهدی
Volume 5, Issue 11 , November 2013, , Pages 107-125
Abstract
This study explored the relationship between emotional intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in private language institutes. The participants’ EI and self-efficacy were rated through questionnaires. They were also administered a demographic sheet. The findings revealed ...
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This study explored the relationship between emotional intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in private language institutes. The participants’ EI and self-efficacy were rated through questionnaires. They were also administered a demographic sheet. The findings revealed that EFL teachers’ EI was significantly and positively correlated with their self-efficacy, and it could also account for a considerable amount of variance in teachers’ self-efficacy. Another line of the results showed significant differences in the teachers’ EI and self-efficacy with respect to the demographics- marital status and years of teaching experience. Implications are discussed
