EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies

Taheri, Hamideh; Sadighi, Firooz; Bagheri, Mohammad Sadegh; Bavali, Mohammad

doi:10.1080/2331186x.2019.1655882

Cited by 33 publications

(29 citation statements)

References 58 publications

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“…Several studies have been carried out to investigate the relationship between EI and language learning success (Clement, Dornyei, & Noels, 1994;Nelson & Low, 1999). Taheri et al (2019) found a significant correlation between EI, language learning strategies, and learning styles. examined the influence of enhancing Emotional Intelligence on the writing skill of Iranian intermediate EFL learners.…”

Section: Related Studies On Ei Metacognitive Strategies and L2 Learningmentioning

confidence: 79%

“…Though some studies to date have investigated EFL learners' emotional intelligence as well as their metacognitive strategies (Ateş, 2019;Ebrahimi, Khoshsima, Zare-Behtash & Heydarnejad, 2018;Hasanzadeh & Shahmohamadi, 2011;Hashemi & Ghanizadeh, 2011;Nelson & Low, 1999;Pishghadam, 2009;Ranjbar Mohammadi, Saeidi & Ahangari, 2020;Taheri & Hedayat Zade, 2018;Taheri, Sadighi, Bagheri & Bavali, 2019), the relationship between these two concepts still remains to be further probed. More specifically, in the Iranian EFL learning context, reading skill is of great significance since developing this skill has been one of the prime objectives of EFL learning in the Iranian L2 learning curriculum.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

Aliasin

Abbasi

2020

JLE

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Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.

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Section: Related Studies On Ei Metacognitive Strategies and L2 Learningmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

Aliasin

Abbasi

2020

JLE

View full text Add to dashboard Cite

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“…The study extrapolates significant positive association between TEI, EFL learning motivation, and online learning engagement. This hypothesis is proposed in consideration of research by Taheri et al (2019) affirming positive association between EFL learners' emotional intelligence, cognitive intelligence, and learning styles. This resonates research which documents strong association between emotional intelligence, engagement, and self-regulation (Zhoc et al, 2018).…”

Section: The Current Portraits Of Efl Learners' Learning Engagement M...mentioning

confidence: 99%

“…This is also essential to avoid low motivation, negative attitude to mobile learning, and disrupted concentration (Elaish et al, 2017;Sung et al, 2015). Therefore, language instructors need to leverage students' mentality to engage in mobile learning by designing strategies through which they can accomplish learning tasks and appropriate myriads learning resources (Kukulska-Hulme & Lee, 2020) Engaged in mobile learning, students experience diverse emotional, psychological and behavioral dynamics, which affect the willingness and regulation of their language learning (Dixson, 2010;Taheri et al, 2019). This acknowledges that academic success does not solely depend on cognitive skills (Aliakbari & Abol-nejadian, 2015).…”

Section: Introductionmentioning

confidence: 99%

An Experiment on Mobile Learning to Leverage EFL Learners’ Engagement, Emotional Intelligence, and Learning Motivation

Imamyartha¹,

Wahjuningsih²,

Areta³

et al. 2021

The Journal of AsiaTEFL

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Research has acknowledged Mobile-assisted language learning (MALL) as one efficacious method for leveraging language proficiency across skills and components, leaving the investigation on language learners' motivation and emotional intelligence of peripheral focus, albeit being essential drives for academic success. This study seeks to fill the gaping void by investigating the impact of team-based mobile learning (TBML) as an instructional framework to leverage EFL learners' online learning engagement (OLE), trait emotional intelligence (TEI), and EFL learning motivation. This instructional framework involves a mobile instant messenger (MIM), Telegram, to support collaborative learning both within and beyond class hours. Employing a quasi-experimental approach, the study involved 475 undergraduate students at an Indonesian state university across majors, including nursing, management, science education, and non-formal education, with ages ranging from 18 to 22 years. The findings corroborate significant increment in the abovementioned dimensions resulting from TBML, as opposed to the unworthy increase associated with computer-based LMS. Moderate positive correlations also exist among three pertinent variables. Implications suggest how TBML accords English learners with the authentic learning community armed with myriads discourse resources to empower their multidimensional engagement in meaningful literacy practices.

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“…Emotions such as enjoyment, anger, hope, pride and boredom, can each affect students' actions and learning in a variety of ways (Pekrun & al., 2002;Rigoni & al., 2015;Taheri & al., 2019;Salavera & al., 2020). These emotions can be affected by classroom factors (e.g., curriculum content, environment), individual differences between students (e.g., genetic factors, general tendencies), and external factors (e.g., social interactions, home environment) (Pekrun & Linnenbrink-Garcia, 2014;Krishnakumar & al., 2016;Trezise & al., 2017).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Acquisition of English Language Oral Communication Skills

Andrienko

Chumak

Genin

2020

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Studying the factors of successful acquisition of ESL speaking skills in Ukrainian adult learners, the authors focused on the correlation between emotional intelligence and development of oral communication skills, and, on the other hand, on the growth of these indicators as a result of purposeful inclusion of content-related emotions into activities aimed at the development of speaking and listening skills. Theoretically based on the ideas of emotional intelligence as an important factor in human interaction and guided by the hypothesis that content-related emotions intensify emotional involvement and have a positive influence on the acquisition of oral communication skills, the researchers applied Mayer-Salovey-Caruso Emotional Intelligence Test and the English Language Oral Communication Skills Test developed by the authors, to measure the key oral communication skills indicators against a 100 point scale. Experimental teaching of 124 undergraduate students of International Relations during September 2018-May 2019 proved a beneficial influence of including emotions in the learning activities on the acquisition of ESL oral communication skills, as well as on student motivation and overall quality of student experiences. Significant increments in Emotional Intelligence and ESL oral communication skills in the experimental group compared to insignificant growth of the same indicators in the Reference group allow to establish a positive correlation between the growth of emotional intelligence and acquisition of the ESL speaking skills pursuant to inclusion of content-related emotions into the ESL learning in Ukrainian students.

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EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies

Cited by 33 publications

References 58 publications

The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

An Experiment on Mobile Learning to Leverage EFL Learners’ Engagement, Emotional Intelligence, and Learning Motivation

Emotional Intelligence and Acquisition of English Language Oral Communication Skills

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