Relationship Between Emotional Intelligence and Reading Comprehension Ability and Vocabulary Knowledge of Iranian EFL Learners in Tehran Azad Universities

Farajnezhad, Zahra; Tabatabai, Omid

doi:10.2139/ssrn.3511156

Cited by 3 publications

(5 citation statements)

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“…Moreover, the findings of this study in a PFL context are in line with those of Ates (2019) in TFL context, in which there was a significant positive correlation between EI and reading comprehension skill of TFL learners. However, the results of the current study are in contrast with those of Farajnezhad and Tabatabai (2019) in Iran and Aryanto (2020) in Indonesia in which there was not any relationship between EFL learners' EI and their reading comprehension. Given that the scope of the current study is nationwide and the data are triangulated, the findings provide a thicker description of the effect of EI and reading comprehension.…”

Section: Discussioncontrasting

confidence: 99%

“…In a study investigating the effect of EI on PFL learners, Bagheri (2015) found that there was a positive and significant relationship between the overall EI and its subcomponents (self‐motivation, self‐awareness, self‐control, empathy, and social skills) and reading and writing skills. A study by Farajnezhad and Tabatabai (2019) investigated whether EQ, as an interpersonal skill and innate potential, has any relationship with reading comprehension and vocabulary knowledge of learners. Conversely, the results revealed that there was not a strong relationship between EI and EFL learners' reading comprehension and vocabulary knowledge.…”

Section: Review Of Literaturementioning

confidence: 99%

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The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

Taherkhani

Moradi

2022

Foreign Language Annals

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This nationwide mixed methods study investigated the relationships among self‐regulation (S‐R), emotional intelligence (EI), willingness to communicate (WTC), and reading comprehension ability of Persian foreign language (PFL) learners in Iran. Therefore, 141 non‐Persian students, from 28 different countries studying at 12 universities across Iran were selected to participate in the study. The participants were asked to answer S‐R, EI, WTC scales, and a reading comprehension test. To deeper understand the constructs in the questionnaires and to triangulate the data, structured interviews were conducted with 45 participants. Besides, for checking the strengths of the causal relationships among the variables, structural equation modeling was utilized. The three independent variables were strong predictors of reading comprehension, with WTC being the strongest predictor. Considering the increasing number of PFL learners, implications focus on how second language practitioners, especially those concerned with PFL can benefit from the results of this study.

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Section: Discussioncontrasting

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

Taherkhani

Moradi

2022

Foreign Language Annals

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“…Teacher with better level of ability on emotional management. Previous study shows that understanding the efficacy of emotional intelligence on reading comprehension and vocabulary knowledge [3]. The emotional intelligences would enhance their understanding of reading passages and vocabulary knowledge.…”

Section: Literature Reviewmentioning

confidence: 92%

“…The role of communication is believed to increase the quality of the effect of the antecedent of the constructs. Theoretically, the communication style in the transactional model assumes that complex information is sent and received simultaneously through various diverse media, and then becomes a consideration for everyone in the interaction process 3 . Thus, communication styles would mediate maladaptive perfectionism on perceived social support and social Anxiety on Perceived Social Support [35].…”

Section: Modernization Of Educationmentioning

confidence: 99%

“…The reading proficiency of students among countries is known to differ [3][4][5]. Reading literacy has been summarized as how they understand such things, using information, evaluating the issues, reflecting on and engaging with texts in order to reach their goals or develop people's knowledge and their potential, and to be usable to participate in society.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Communication Style on Teaching Motivation, Work Ethics, Emotional Intelligence, Reading Proficiency and Knowledge Sharing

2021

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Introduction. The reading proficiency of students across countries varies. Better teaching motivation, workplace ethics, Emotional Intelligence promote one to share their knowledge with others. Therefore this study seeks to investigate the role of communication style, the effect of teaching motivation, workplace ethics, emotional intelligence on reading proficiency and knowledge sharing. Materials and Methods. This study engaged 448 teachers/serviced teachers from various levels of secondary schools. Structural Equation Modeling is utilized in this study to analyze the model. The model reached a satisfactory compliance. Results. The results showed that teaching motivation, workplace ethics, emotional intelligence bear on reading proficiency and knowledge sharing positively. The communication style of teachers mediates the model significantly. Discussion and Conclusion.Teachers with better motivation prepare their class better by increasing their knowledge and insight into their field by the intensity of their effort to increase their reading experience and proficiency. Those sticking to work ethic try to increase their integrity, honesty, discipline, fairness and respect, responsibility, and accountability at work to reach better proficiency of reading and behaviors of sharing activities. Teachers’ Emotional Intelligence boosts their quality in reading by reaching a better quality of their ability on their understanding of reading passages and vocabulary knowledge as well as the level of proficiency in reading. Teachers with better communication styles increase their motivation onto the level of reading proficiency. Communication style strengthens the influence of motivation on reading skills.

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Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis

Tong

2023

Education Sciences

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This meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional skills and reading ability among typically developing readers, r = 0.23, 95% CI [0.19, 0.28]. The moderation analysis revealed that, after controlling for types of social–emotional skills and grade level, the correlation between social–emotional skills and reading ability was moderated by the levels of reading (i.e., word reading vs. reading comprehension), β = 0.07, 95% CI [0.02, 0.11], t = 5.03, p < 0.05. Specifically, social–emotional skills had a significantly stronger correlation with reading comprehension than it with word reading. This work provides support for the lattice model of reading, suggesting that future research efforts are needed to examine the underlying mechanisms between social–emotional skills and reading ability.

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Relationship Between Emotional Intelligence and Reading Comprehension Ability and Vocabulary Knowledge of Iranian EFL Learners in Tehran Azad Universities

Cited by 3 publications

References 0 publications

The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

The Effect of Communication Style on Teaching Motivation, Work Ethics, Emotional Intelligence, Reading Proficiency and Knowledge Sharing

Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis

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