خلاصة:
Underlying the recently developed notions of applied ELT and life syllabus is the idea that language classes should give precedence to learners’ life qualities, for instance emotional intelligence (EI), over and above their language skills. By so doing, ELT is ascribed an autonomous status and ELT classes can lavish their full potentials to the learners. With that in mind, this study aimed to design and validate a scale for appraising the current English language learning textbooks with respect to EI competencies. Having used several psychological models of EI, the authors developed a 44-item scale. The scale was then disseminated to in-service EFL teachers at non-profit language institutes in Iran. Rasch rating scale model was utilized to substantiate the construct validity of the scale. Three items, two representing impulse control and one pertaining to adaptability, misfitted the model, requiring to be pruned. The results also showed that the 6-point Likert scale functioned effectively. The scale is therefore a unidimensional and valid instrument with considerable implications for language teachers, syllabus designers, and materials developers.
ملخص الجهاز:
"Appendix A A Sample of Psychological EI Mata-factors and Competencies (Bar-On, 2006 EI Competencies and Skills )EI Meta-factors Self-awareness and self-expression: Intrapersonal To accurately perceive, understand and accept oneself Self-Regard To be aware of and understand one’s emotions Self-Awareness To effectively and constructively express one’s emotions and oneself Assertiveness To be self-reliant and free of emotional dependency on others Independence To strive to achieve personal goals and actualize one’s potential Self-Actualization Social awareness and interpersonal relationship: Interpersonal To be aware of and understand how others feel Empathy To identify with one’s social group and cooperate with others Social Responsibility To establish mutually satisfying relationships and relate well with others Interpersonal Relationship Emotional management and regulation: Stress Management To effectively and constructively manage emotions Stress Tolerance To effectively and constructively control emotions Impulse Control Change management: Adaptability To objectively validate one’s feelings and thinking with external reality Reality-Testing To adapt and adjust one’s feelings and thinking to new situations Flexibility To effectively solve problems of a personal and interpersonal nature Problem-Solving Self-motivation: General Mood To be positive and look at the brighter side of life Optimism To feel content with oneself, others and life in general Happiness Appendix B Emotional Abilities Scale for English Language Learning Textbooks (EAS-ELLT) Instruction: This questionnaire is developed and administered as a part of our research project."