Abstract:
Many studies have been conducted on anxiety in EFL classroom settings and also on individuals' Emotional Intelligence (EI) skills in a variety of situations. The major purpose of this study was to assess if there were any specific relationships between Iranian EFL learners’ EI skills (such as interpersonal, intrapersonal and stress –management) and their anxiety level. Participants of the study were 152 EFL college students, both males and females, who were selected randomly among freshmen and sophomores in Islamic Azad University -Tabriz. The researcher utilized two questionnaires to collect the required data in order to determine the level of foreign language classroom anxiety and emotional intelligence skills. The first questionnaire was Horwitz's foreign language classroom anxiety scale (FLCAS) and the second one was Bar-on's Emotional Intelligence test. Based on the quantitative findings of this study, it was found that there exited a significant correlation between foreign language learning anxiety and emotional intelligence skills in total. It was also found there were significant negative correlations among all the selected sub skills of EI in this study, except between interpersonal relationships and anxiety. It was also noted that the difference of anxiety mean scores between EFL male and female participants was not significant. Based on results of this study, the difference of EI mean scores between EFL males and females was not significant, except the sub skills "stress-management, self-actualization and stress – tolerance", in which there was a significant EI difference means scores.
پژوهشهای فراوانی پیرامون اضطراب در کلاسهای زبان انگلیسی و نیز در مورد هوش هیجانی افراد در موقعیتهای مختلف به انجام رسیده است. هدف اصلی این تحقیق، بررسی این موضوع بود که آیا ارتباط خاصی بین مهارتهای هوش هیجانی (مانند مهارتهای بین فردی ، درون فردی و مدیریت استرس) و میزان اضطراب زبان آموزان ایرانی وجود دارد یا نه. افراد مورد تحقیق شامل 152 نفر از دانشجویان دختر و پسر زبان انگلیسی (ترم اول و دوم) از دانشگاه آزاد اسلامی واحد تبریز بودند که بصورت اتفاقی انتخاب شدند. به منظور تعیین سطح اضطراب در کلاسهای زبان و مهارتهای هوش هیجانی ،محقق دو پرسشنامه آزمون اضطراب کلاس زبان (حورویتزHorwitz ) و آزمون هوش هیجانی (بارنBar-on ) را بکار برد. براساس یافتههای این پژوهش، بطور کلی بین اضطراب یادگیری زبان و مهارتهای هوش هیجانی، ارتباط معنیدار وجود دارد. مطابق نتایج این تحقیق، همبستگی منفی میان اضطراب و تمامی زیر مهارتهای انتخابی هوش هیجانی (به غیر از روابط بین شخصی) وجود دارد. این تحقیق نشان داد که تفاوت نمرات میانگین اضطراب بین دانشجویان دختر و پسر معنیدار نمیباشد. همچنین براساس یافتههای این پژوهش، تفاوت نمرات میانگین هوش هیجانی در میان دانشجویان دختر و پسر به جز مهارتهای مدیریت استرس، خود شکوفایی و تحمل استرس که در آنها تفاوت معنیدار بوده است در سایر موارد معنیدار نمیباشد.
Machine summary:
"Based on the quantitative findings of this study, it was found that there exited a significant correlation between foreign language learning anxiety and emotional intelligence skills in total.
The main purpose of the present study was to investigate the perceived levels of anxiety, if any, experienced by a randomly selected sample of Iranian EFL learners in Islamic Azad University- Tabriz and to explore the link between foreign language anxiety and Emotional Intelligence skills.
Method This study presents a descriptive and survey- based study which tried to explore the relationship between foreign language classroom anxiety and Emotional Intelligence skills in the interpersonal, stress-management, and intrapersonal levels among Iranian EFL College students.
Instrumentation The researcher in this study used two well-known instruments in order to determine whether foreign language anxiety has any correlation with students' skills of Emotional Intelligence.
Data analysis In order to investigate the relationship of foreign language anxiety to Emotional Intelligence skills in Iranian EFL college settings, the researcher used a descriptive analysis of the quantitative data.
Research Question (2): Does level of Emotional Intelligence skills differ among Iranian male and female EFL college students?
Research Question 3 Are there any significant relationships between foreign language anxiety and Emotional Intelligence skills for Iranian college students?
According to the results of the present study, the level of EI skills in Iranian EFL students' context is low, but none of the Emotional Intelligence subskills shows significant difference between male and female subjects, except for the stress management, self-actualization and stress tolerance."