Investigation of the relationship among emotional intelligence, foreign language anxiety, language proficiency, and achievement of iranian efl learners
- Autores: Hossein Ali Manzouri, Roya Movahed
- Localización: QUID: Investigación, Ciencia y Tecnología, ISSN-e 2462-9006, ISSN 1692-343X, Nº. Extra 1, 2017, págs. 2464-2472
- Idioma: inglés
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Resumen
The current study aims at exploring general tendencies of emotional intelligence and language anxiety among Iranian EFL learners. Moreover, it attempts to find correlation among EI, FLA, learners’ achievement as well as their self-rated proficiency. 82 Iranian EFL learners were randomly selected and required to take Foreign Language Classroom Anxiety Scale (FLCAS), Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF) questionnaire. They were also asked to self-rate their own English proficiency and take a General English achievement test. Results revealed that most participants (84.7%) developed moderate to high levels of EI, while only 15.3% of them suffered from a low level of EI. Concerning FLA, results indicated that 28% of learners experienced high levels of anxiety in English classes. Moreover, EI was found to be significantly correlated with achievement and self-rated proficiency and negatively correlated with FLA. Negative associations were also found among FLA with all other factors. Learners’ English proficiency was significantly and positively correlated with their self-rated proficiency. Results in details as well as implications for foreign language teachers are further discussed.
