Applied Linguistics
Ali Derakhshan; Zohreh Eslami; Neda Ghandhari
Abstract
Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening ...
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Despite the significant role of emotions in any aspect of language learning, including its pragmatic aspect, there have been few research studies on this topic. As a stride toward narrowing this research niche, the objectives of this research were threefold. Firstly, it aimed to examine the two face-threatening speech acts of request and apology as indicators of learners’ interlanguage pragmatic competence (ILP) and its relationships with learners’ Emotional Quotient (EQ). Secondly, it sought to investigate whether gender as an intervening variable would have any significant relationship with ILP and EQ, and thirdly whether EQ could predict ILP development. To this end, 72 (50 females and 22 males) Iranian lower-intermediate level learners ranging in age from 17 to 25 from two universities took part in this research. A multiple-choice discourse completion test (MDCT) (Liu, 2004) and Bar-Onʼs (1997) EQ scale were used and correlation analysis was done to search for any linkage between ILP and EQ. The Pearson product-moment correlation outcomes revealed no significant relationship between EQ and ILP. However, a significant relation was found between Independence as a component of EQ and EFL learners’ ILP competence. The independent samples t-test outcomes indicated that female participants had a higher level of (ILP) competence than male participants; however, male and female participants did not differ significantly regarding their EQ level. The findings indicate that EQ, in general, is not influential in EFL learners’ ILP competence. The paper concludes by providing pedagogical implications for EFL learners and instructors.
Second Language Acquisition (SLA)
Mohammad Hadi Mahmoodi; Vahid Mohammadi; Somaye Tofighi
Abstract
This study set out to provide empirical evidence on the relationship between EFL teachers' emotional intelligence, reflectivity, and autonomy, and their students' L2 performance. The participants of this study included 88 EFL teachers who taught English at different private English teaching institutes ...
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This study set out to provide empirical evidence on the relationship between EFL teachers' emotional intelligence, reflectivity, and autonomy, and their students' L2 performance. The participants of this study included 88 EFL teachers who taught English at different private English teaching institutes and their students (N = 1266). First, the teachers completed three validated questionnaires: Emotional Quotient Inventory (Bar-On, 1997), Teacher Reflectivity Questionnaire (Akbari, Behzadpour & Dadvand, 2010), and Teacher Work-Autonomy Scale (Friedman, 1999). Then, their learners’ scores on their final English proficiency exams were collected as indication of their L2 performance. The results of the study revealed that there was significant positive relationship between teachers' reflectivity, emotional intelligence and autonomy, on the one hand, and their students' L2 performance, on the other. The results of multiple regression analysis showed that from among the variables of this study, reflectivity was the stronger predictor of the learners' L2 performance. In addition, the findings indicated that EFL teachers' educational degree and gender significantly affect their levels of emotional intelligence and reflectivity. The findings of this study offer evidence to substantiate teachers’ emotional intelligence, reflectivity, and autonomy as important variables in L2 teaching and confirm their instructional nature.
Ali Roohani; Marziyeh Esmailvandi
Abstract
Burnout has been a major concern in the educational settings and it is worth exploring it among English as a Foreign Language (EFL) students and finding its relationship with other factors, such as emotional intelligence (EI), which may help reduce burnout sources. In this light, this study was designed ...
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Burnout has been a major concern in the educational settings and it is worth exploring it among English as a Foreign Language (EFL) students and finding its relationship with other factors, such as emotional intelligence (EI), which may help reduce burnout sources. In this light, this study was designed to a) explore Iranian EFL students’ burnout and EI profiles; b) investigate the relationship between EFL students’ burnout and their EI; and c) examine the extent to which EFL students’ EI competencies could predict their burnout. To these ends, 100 male and female Iranian EFL university students, selected through convenience sampling from two universities (Shahrekord University and Shahid Chamran University of Ahvaz), participated in the study and responded to the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Bar-On’s Emotional Quotient Inventory (EQ-i). To triangulate the data, a semi-structured interview was conducted with 20 EFL students. Data analysis showed that EFL students had a low level of burnout and were emotionally intelligent at the intrapersonal level. Also, the data from semi-structured interview provided further insight into the quantitative results and explained some personal and organizational factors in relation to EFL students’ burnout. Moreover, bivariate correlation and multiple regression analysis revealed a negative relationship between EI and two dimensions of burnout (emotional exhaustion and cynicism) and a positive relationship between professional efficacy and EI. Furthermore, intrapersonal, general mood, and adaptability components of EI were found to be better predictors of burnout. The findings have implications for language educators in reducing students' burnout.
Parviz Alavinia; Sara Razmi
Volume 1, Issue 2 , December 2012, , Pages 343-370
Abstract
Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The ...
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Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences. To this end, a total of 69 advanced EFL institute learners were selected as the participants of the research. The experimental group members were, then, treated through the application of O'Malley and Chamot's (1990) CALLA (Cognitive Academic Language Learning Approach) for metacognitive writing strategy training. Moreover, Bar-On's (1997a, 1997b) Emotional Quotient Inventory (EQ-i) was administered to learners to gain insight into their emotional intelligence status. The final analysis of data via running t-test and three-way ANOVA revealed significant differences between the performance of control and experimental groups. Additionally, while gender differences were found to produce significant writing performance differences, disparities in learners' emotional intelligence level didn't significantly affect the degree of gains resulting from metacognitive strategy training.