The Role of Emotional Intelligence and Tolerance of Ambiguity in Academic Iranian EFL Learners' Willingness to Communicate

Vahedi, Vahideh Sadat; Fatemi, Azar Hosseini

doi:10.17507/jltr.0701.20

Cited by 17 publications

(14 citation statements)

References 12 publications

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“…Nevertheless, the researchers' core point was emotional intelligence, which might have had an effect on ambiguity tolerance, but no significant relation was detected between emotional intelligence and ambiguity tolerance. Vahedi and Fatemi (2016) also detected the relation between emotional intelligence and ambiguity tolerance, but their results are not meaningful like Rastegar and Kermani's study.…”

Section: Literature Reviewmentioning

confidence: 63%

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

Kocaman

Pamukoğlu

2018

Sakarya University Journal of Education

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This study aims to investigate the perceptions of learners' tolerance of ambiguity in the process of learning a foreign language. One of the language learning variables is ambiguity tolerance (AT) which can be defined as an attitude to understand the target structure with insufficient knowledge and to what extent learners tolerate the unknown items in the target language. Reacting the "ambiguous" structure shows whether a language learner is tolerant or intolerant; or to what extent learner tolerates the structure and how the feelings of the learners affect and shape their achievement on the degree of tolerance. A total of 109 students (43 preparatory class and 66 first-year) in English Language Teaching (ELT) department have responded to a 12-item questionnaire of Second Language Tolerance of Ambiguity Scale (SLTAS) which was modified by Erten and Topkaya (2009) for the purpose of shedding light on this issue. In order to highlight a more detailed perception, the scale was implemented on different levels of students to see their levels of avoiding ambiguity tolerance. The results indicated that students do not appear to tolerate ambiguous language structures well because of their high level of ambiguity tolerance. In addition, results have revealed that there is no significant difference between preparatory classes and first-year students' levels of ambiguity tolerance. An open-ended questionnaire consisting of four open-ended questions was carried out with six preparatory class and five first-year students with the aim of measuring the consistency between the statistical results and the results of the content analysis. The data obtained from the open-ended questions on tolerance of ambiguity revealed parallel results with some of the studies reviewed in the current study.

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Section: Literature Reviewmentioning

confidence: 63%

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

Kocaman

Pamukoğlu

2018

Sakarya University Journal of Education

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“…However, the idea that the competent speaker is also emotionally competent is, at best, only implicit in these. More recently, studies have focused on the connections between emotional intelligence and academic achievement in TEFL (Jahandar et al, 2012;Abdolrezapour, 2013;Fani, 2015;Vahedi and Fatemi, 2016).…”

Section: Emotional Competencementioning

confidence: 99%

“…2. Emotional skills: ability to channel those emotions through linguistic means in the TL; to relate and respond to others' emotions; to use a variety of strategies for interpersonal contact that take into account one's own emotions and those of others; to anticipate conflicts in which emotional factors intervene and deal effectively with them through language; to show willingness to communicate and to engage actively and enthusiastically in conversation; to be able to build positive relationships based on reassurance, bonding, empathy and respect; to be assertive, able to respond to criticism, to recognise one's own mistakes and express joy at the success of others (based on Goleman, 1996;Dewaele, 2010;Council of Europe, 2001;Nieto Moreno de Diezmas, 2012;Vahedi and Fatemi, 2016;Martínez Agudo, 2018).…”

Section: Emotional Competencementioning

confidence: 99%

English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity

Gándara

2020

Onomázein

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Language Teaching Research from a Global Perspective 2 0 2 0 ONOMÁZEIN-Special Issue VI | Language Teaching Research from a Global Perspective: 23-43 Yiyi López Gándara English language learning and learner empowerment: a mixed-method study of pre-service English ... 24 It is widely acknowledged that the expansion of English has had a democratising effect: knowledge is now accessible to a larger number of people worldwide. However, it is also contended that the uncritical and unreflective teaching of English is contributing to reproducing power structures, accentuating inequalities among speakers. This article presents the results of a study carried out with 86 final-year students in the Degree of Primary Education (English) at the University of Seville. Working within the framework of critical research, and combining both quantitative and qualitative methods, this study analyses learners' perceptions on communicative competence, on the factors that bear upon successful communication, and their capacity to identify and understand power relations in communicative interactions. Results show that communicative competence does not necessarily entail learner empowerment; learners are too worried about linguistic aspects and accuracy when they speak English; they aspire to a model-the native speaker-that they can never reach; and they are not aware of power inequalities, their origin and how they transpire in communicative situations. This analysis points to the need to include a critical component in English language teaching to equip learners to identify and tackle power asymmetries in communicative interactions.

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“…Studies that investigated TOALL in the context of reading found that high‐TOALL students showed higher reading comprehension (Kamran & Maftoon, 2012), less reading anxiety (Genç, 2016), and self‐reported reading success (Erten & Zehir Topkaya, 2009). Other insights into TOALL and L2 learning included (a) no association with receptive lexical knowledge yet a positive correlation with self‐perceived vocabulary knowledge (Basöz, 2015), (b) a relationship with willingness to communicate (Vahedi and Fatemi, 2016), and (c) an association with students' gender (Erten & Zehir Topkaya, 2009; Marzban, Barati & Moinzadeh, 2012), which other studies (Basöz, 2015; Sadeghi & Soleimani, 2016) could not corroborate, though.…”

Section: Learner Background In Sla Researchmentioning

confidence: 99%

Multilingualism and Affective Attitudes: The Sociocognitive Profiles of First‐Year Learners of L2 German

Ruck

2020

Die Unterrichtspraxis

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Sociocognitive (Atkinson, 2011) and complex dynamic systems approaches (Larsen-Freeman & Cameron, 2008) highlight the inextricable connectedness of social and cognitive phenomena in second language (L2) learning. Previous research found numerous ties between L2 learning and both learners' sociocultural background as well as their affective attitudes such as their Tolerance of Ambiguity (TOA; Ely, 1995; Herman, Stevens, Bird, Mendenhall, & Oddou, 2010). However, there is little insight as to how these social and cognitive factors are interrelated. This article explores the interconnections between socioculturalplace of upbringing, international experience, languages-and cognitive-attitudinal-TOA, Attitudinal and Behavioral Openness (ABOS; Caligiuri, Jacobs, & Farr, 2000)-learner backgrounds among 49 elementary-level students of L2 German at a U.S. university. Correlation analyses show a complex network of learners' sociocognitive backgrounds and suggest that international students tend to have lower TOA and higher ABOS than domestic students. Implications for L2 German teaching are discussed. In their 2016 manifesto, the Douglas Fir Group made the case for a transdisciplinary approach to studying second language acquisition (SLA) by expanding the field's traditional focus on linguistics and psychology. The authors see language learning as follows: Language learning is a complex, ongoing, multifaceted phenomenon that involves the dynamic and variable interplay among a range of individual neurobiological mechanisms and cognitive capacities and L2 learners' diverse experiences in their multilingual worlds occurring over their life spans and along three interrelated levels of social activity: the micro level of social action and interaction, the meso level of sociocultural institutions and communities, and the macro level of ideological structures. (Douglas Fir Group, 2016, p. 36)

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The Role of Emotional Intelligence and Tolerance of Ambiguity in Academic Iranian EFL Learners' Willingness to Communicate

Cited by 17 publications

References 12 publications

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

YDİ Öğrenenlerin Belirsizlik Toleransı Üzerine olan Algılarını Keşfetme: Sakarya Üniversitesi Örneği

English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity

Multilingualism and Affective Attitudes: The Sociocognitive Profiles of First‐Year Learners of L2 German

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