The Relationship between Emotional Intelligence and Learners’ Beliefs about Language Learning: Iranian Advanced EFL Learners in Focus

Ghanadi, Zahra; Ketabi, Saeed

doi:10.4304/tpls.4.3.518-523

Cited by 8 publications

(7 citation statements)

References 25 publications

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“…Additionally, perception of emotion was found to be the strongest predictor of cognitive and behavioral/personality and utilizing emotions the strongest predictor of affective/evaluative components of attitudes towards foreign language learning. Similar results were obtained by Ghanadi and Ketabi (2014) who reported a positive and significant relationship between Iranian undergraduate EFL students' (N = 138) emotional intelligence and their beliefs about language learning. Their findings also revealed that emotional intelligence is a powerful predictor of learners' beliefs about language learning.…”

Section: Discussionsupporting

confidence: 90%

“…The findings also revealed that EI significantly correlates with all the components of A-FLL and that as emotions are very important for individuals' well-being and success in life, thus, it is expected that high levels of EI and its strong correlation with A-ELL might contribute to success in language achievement. Some other studies published in international literature (Abdullah et al, 2004;Ghanadi & Ketabi;López, 2011;Zarezadeh, 2013) have found a significant relationship between emotional intelligence and language achievement. López (2011), for instance, found that students portrayed both negative and positive emotions to FLL and that their negative emotions at times decreased classroom participation.…”

Section: Discussionmentioning

confidence: 91%

“…Emotional intelligence concerns the process of one's appraisal of his own and others' emotions, expressing feelings appropriately, processing emotional information and regulation of emotions to make the life better (Bown, & White, 2010;Ghanadi & Ketabi, 2014;Razavi, 2014;Salovey & Mayer, 1990;Sucaromana, 2012). Goleman (1995, p.28) defines emotional intelligence as abilities "which include self-control, zeal and persistence, and the ability to motivate oneself".…”

Section: Literature Reviewmentioning

confidence: 99%

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Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications

Öz

Demirezen

Pourfeız

2015

Procedia - Social and Behavioral Sciences

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Research into second language acquisition (SLA) has confirmed the inadequacy of Intelligent Quotient (IQ) in accounting for success in second or foreign language learning (L2). Many studies conducted on the role of intelligence in successful learning, especially in English as a foreign language (EFL) classroom settings in different contexts, have shown that there are other areas of intelligence that contribute to quality learning. Thus, the present study investigated the possible relationship between perceptions of Emotional Intelligence (EI) and attitudes towards foreign language learning among university students majoring in English as a foreign language in a Turkish context. A total of 159 EFL learners participated in the study. The Emotional Intelligence Scale (SEIS) and the Attitudes towards Foreign Language Learning (A-FLL) Scale were used to collect data. The findings revealed high levels of overall EI (95%). There was a statistically positive correlation between components of EI and A-FLL. Perception of emotion was found to be the strongest predictor of cognitive and behavioral/personality, and utilizing emotions the strongest predictor of affective/evaluative components of attitudes toward foreign language learning. The magnitude of mean differences between male and female participants reached a significant difference between male and female students only in teacher influence and exhibition subcomponents of A-FLL, with females scoring higher than males. It is concluded that an awareness of the importance of students' emotional intelligence and its role in shaping their attitudes towards learning an L2 will yield more insightful implications regarding quality language learning and better educational outcomes.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications

Öz

Demirezen

Pourfeız

2015

Procedia - Social and Behavioral Sciences

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“…'EQ is the ability to monitor one's own and other's International Journal of Instruction, January 2018 • Vol.11, No.1 feelings, to differentiate among them and to utilize this information to direct one's thinking and actions' (Salovey & Mayer, 1990). Emotional intelligence concerns the process of one's appraisal of his own and others' emotions, expressing feelings appropriately, processing emotional information and regulation of emotions to make the life better (Bown & White, 2010;Ghanadi & Ketabi, 2014;Razavi, 2014;Salovey & Mayer, 1990). Bar-On (1997) explains EQ as a series of non-cognitive abilities, competencies and skills that influence an individual's level of adaptability to the demands and pressures of the environment.…”

Section: Emotional Intelligencementioning

confidence: 99%

The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL learners Writing Skill

Ebrahimi¹,

Khoshsima²,

Zare-Behtash³

2018

INT J INSTRUCTION

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The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study, an IELTS test was administered to evaluate the proficiency of the participants at the beginning of the project. Next, the Emotional Quotient (EQ) of the subjects was measured and afterwards, teaching Emotional Intelligence (EI) was started. At the end of a one-educational-year course of simultaneously teaching EI and writing skill, the same EQ and IELTS test was given to the learners. The difference in scores of both EQ and IELTS test were statistically calculated to observe the progress in each issue. The results revealed a significant change both in EQ and in writing skill. The findings of the study could help further the knowledge in the related field.

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“…Some other students have to be encouraged to do it by the teachers who are to equip them with necessary techniques and attitudes to help them realize the dire necessity of perfecting their knowledge of the subject or failing to apply the knowledge acquired at the university. As a few years after the university the knowledge they get there will become inadequate without constant intensive activities directed at perfecting their abilities to work at the subject with more persistence and perfecting the existing knowledge step by step (Ghanadi, Ketabi, 2014). Lifelong learning is a personal effort of an individual.…”

Section: Introductionmentioning

confidence: 99%

Persistence and Academic Achievement in Foreign Language in Natural Sciences Students

Krupnov

Shakhova

Vorobyeva

2017

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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Abstract. The article discusses the results of empirical study of the association between variables of persistence and academic achievement in foreign languages. The sample includes students of the Faculty of Physics, Mathematics and Natural Science at the RUDN University (n = 115), divided into 5 subsamples, two of which are featured in the present study (the most and the least successful students subsamples). Persistence as a personality trait is studied within A.I. Krupnov's system-functional approach. A.I. Krupnov's paper-and-pencil test was used to measure persistence variables. Academic achievement was measured according to the four parameters: Phonetics, Grammar, Speaking and Political vocabulary based on the grades students received during the academic year. The analysis revealed that persistence displays different associations with academic achievement variables in more and less successful students subsamples, the general prominence of this trait is more important for unsuccessful students. Phonetics is the academic achievement variable most associated with persistence due to its nature, a skill one can acquire through hard work and practice which is the definition of persistence. Grammar as an academic achievement variable is not associated with persistence and probably relates to other factors. Unsuccessful students may have difficulties in separating various aspects of language acquisition from each other which should be taken into consideration by the teachers.

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The Relationship between Emotional Intelligence and Learners’ Beliefs about Language Learning: Iranian Advanced EFL Learners in Focus

Cited by 8 publications

References 25 publications

Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications

Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications

The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL learners Writing Skill

Persistence and Academic Achievement in Foreign Language in Natural Sciences Students

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