Interrelationships of emotional intelligence with the awareness of request and apology strategies in an EFL setting

Ghenaati, Zohreh; Naeini, Ma‘ssoumeh Bemani

doi:10.17509/ijal.v9i1.14486

Cited by 3 publications

(4 citation statements)

References 21 publications

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“…In the contrary, poor speakers only used two strategies with categorized as high level (selecting to the topic and coining word). General mood has positively and significantly correlation with the choose of such strategies Ghenaati and Naeini (2019).…”

Section: Discussionmentioning

confidence: 98%

Compensation strategies in speaking activities for non-English department students: poor and competent speakers

Syafryadin

Martina

Salniwati

2020

jees

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This study investigated the compensation strategies which were used by competent and poor speakers to avoid communication gap in speaking activities. This study used descriptive quantitative desaign. The use of descriptive method because of this study was not searching about compararison or making prediction, but only finding out about mostly strategies used either competent or poor speakers in developing their speaking activities to avoid communication gap. Descriptive research is also chosen because it explores and catches social situation particularly in the class wholisticly, widely and deeply. Data collection used an observation sheet and a questionnaire. Population of this study was 83 students categorized as competent and poor speakers of semester 4 at English Study Program in one of the universities in Kendari. The findings of this study showed that the strategy which dominant used by either competent speakers or poor speakers as their group tendencies that was selecting the topic with the same overall average score of 4.0; competent speakers mostly used selecting the topic with the overall average of 4.0, adjusting or approximating the message with the overall average of 3.6 and using mime or gesture with the overall average of 3.5; poor speakers also mostly used selecting the topic with the overall average of 4.0 and coining word of 3.5. Competent speakers much more used compensation strategies than poor speakers. Thus, its major implication for pedagogy is that compensation strategies are extremely useful as guidance to avoid communication gap in speaking activities

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Section: Discussionmentioning

confidence: 98%

Compensation strategies in speaking activities for non-English department students: poor and competent speakers

Syafryadin

Martina

Salniwati

2020

jees

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“…High emotional intelligence reflects the world of students and their interaction with reality and society. Bemani and Ghenaati (2019) consider emotional intelligence responsible for success in almost all areas of a person's life, and self-regulation as enabling a person to easily achieve one's goals, obtain an education, and promote professionalization. Therefore, students with high emotional intelligence are self-motivated and have strong personality traits.…”

Section: Discussionmentioning

confidence: 99%

“…Psycholinguistics studies the deep knowledge and abilities that a person needs to use speech (Cohen et al 2021). Bemani and Ghenaati (2019) believe that being able to manage one's emotions helps to build interpersonal relationships because it involves being able to express one's speech acts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students with developed emotional intelligence are more adapted to society (Chamizo-Nieto et al 2021), can effectively manage their emotional sphere (Han and Johnson 2012), well understand their emotions and the feelings of other people (Tejada-Gallardo et al 2020), more easily achieve their goals in interaction with others. Accordingly, students with high emotional intelligence have developed a sufficient vocabulary, developed communication skills (Monaghan and Roberts 2019), developed speech activity, as this enables them to express their emotions, understand others, build interpersonal interaction based on emotional contact (Bemani and Ghenaati 2019). Therefore, it can be argued that emotional intelligence is inextricably linked with speech activity, its communicative component.…”

Section: Introductionmentioning

confidence: 99%

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The impact of emotional intelligence on the psycholinguistic peculiarities of speech

Zhylin,

Smokovab,

Mendelo

et al. 2023

Multidiscip. Sci. J.

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Emotional intelligence is an indicator of students’ development, which affects their psycholinguistic peculiarities and ensures effective professional training. The aim of the research is to identify the impact of the level of emotional intelligence on the psycholinguistic peculiarities of students. The survey and testing method was used, diagnostic techniques: S. L. Bratchenko’s Orientation of the Individual in Communication, V. M. Rusalov’s QFDPI, EQ-test. Descriptive statistics and correlation analysis were used to analyse the obtained results. It was established that high emotional intelligence has a positive effect on dialogic speech (r=0.832, p≤0.01) and focus on the interlocutor (r=0.835, p≤0.01). Students with developed emotional intelligence have ease in establishing communicative relationships (r=0.867, р≤0.01), a wide range of communicative programmes (r=0.745, р≤0.01), high speech activity (r=0.640, р ≤0.01), emotional stability and confidence in communication (r=0.856, p≤0.01). It was established that emotional intelligence affects the psycholinguistic features of speech. In the process of professional training, developed emotional intelligence ensures the preparation of highly qualified specialists capable of active communicative interaction. The obtained results, which reflect the regularities of the development of emotional intelligence and its influence on the psycholinguistic features of students, provide an opportunity to build professional training programmes, to develop correctional classes for the complex speech development of students by means of emotional intelligence.

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Emotional Intelligence May Be Associated with Some Forms of Creative Potential

Abdulla Alabbasi,

Runco,

Al Jarrah

et al. 2024

J. Intell.

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The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI–DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs. Titles Games) and examined whether or not the Interpersonal and Intrapersonal subscales of EI were more associated with DT than the Adaptability and Stress Management EI subscales. The youth version of the Bar-On Emotional Quotient Inventory (EQ-i: YV) was used to measure EI. The measure of EI and the two DT tests were administered to 244 male and female gifted (N = 125) and nongifted (N = 119) high school students in Saudi Arabia. The first objective was to examine whether the EI–DT relationship differs based on the nature of the task of the two DT tests used in the current study (Social Games vs. Titles Games). The second objective was to test whether the Interpersonal and Intrapersonal subscales of EI are more associated with DT than the Adaptability and Stress Management EI subscales. Canonical correlation analysis showed that the relationship between the Social Games test and EI was stronger than the relationship between the Titles Games test and EI. Two path analyses were run: one for the total sample and the second for the gifted sample. The likelihood ratio test showed that the Social Games test was more associated with EQ-i subscales than the Titles Games test for both samples. As expected, the Inter- and the Intrapersonal subscales of the EQ-i were more highly related to Social Games fluency and originality scores compared with the Stress Management and Adaptability subscales. Limitations and future directions are discussed.

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Interrelationships of emotional intelligence with the awareness of request and apology strategies in an EFL setting

Cited by 3 publications

References 21 publications

Compensation strategies in speaking activities for non-English department students: poor and competent speakers

Compensation strategies in speaking activities for non-English department students: poor and competent speakers

The impact of emotional intelligence on the psycholinguistic peculiarities of speech

Emotional Intelligence May Be Associated with Some Forms of Creative Potential

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