Abstract:
The current study was after probing the would-be correlation between
emotional intelligence (and its subcomponents), on the one hand, and
metacognitive listening strategies used by academic EFL learners, on the
other. Benefiting from 72 female and 40 male university students from
Urmia University, Urmia Azad University and Salams Azad University, the
current study also strived to find the possible effect of gender on the gained
results. The main instruments used in the study were Bar-On’s emotional
quotient inventory and metacognitive listening strategy use questionnaire.
Using Pearson correlation coefficient, the researchers came up with a
significant amount of correlation between the use of metacognitive listening
strategies and total emotional intelligence score as well as the learners scores on the subscales of emotional intelligence (Intrapersonal,
Interpersonal, adaptability, and general mood) with the mere exception of
stress management. Moreover, the relationship between all the 5 subscales
of emotional intelligence and the use of monitoring strategies, and the
relationship between interpersonal skills and evaluating strategy were found
to be significant. Finally, based on the obtained results, gender was reported
to have no effect on the relationship between emotional intelligence and use
of metacognitive strategies in listening.
Machine summary:
Using Pearson correlation coefficient, the researchers came up with a significant amount of correlation between the use of metacognitive listening strategies and total emotional intelligence score as well as the learners' a Valfajr 2 Blvd.
Thus, the novelty and significance of the current investigation mainly lies in its attempt to deal with the less-attended issue of the relationship between learners' emotional intelligence, on the one hand, and their use of metacognitive strategies of listening, on the other.
Thus, in line with the orientation of the current research the following research questions were formulated: Q 1: Is there a significant relationship between Iranian university EFL learners' EQ and their use of metacognitive listening strategies?
Q2: Is there a significant relationship between Iranian university EFL learners' emotional intelligence scales and use of metacognitive listening strategies of 'planning', 'monitoring' and 'evaluation'?
In a study conducted by Ahmadizadeh (2001 ), a strong relationship was found between Iranian EFL learners' language proficiency level and their metacognitive strategy use.
In a study by Thompson and Rubin (1996), for instance, the effect of teaching cognitive and metacognitive strategies of listening comprehension on American university students' language learning (Russian in the case of this study) was gauged.
In another study dealing with the interrelatedness of emotional intelligence and learning strategies, Hasanzadeh and Shahmohamadi (2011) launched a research project with 100 university learners majoring in different fields.
Discussion The results of the study indicated a positive relationship between learners' emotional intelligence and their use of metacognitive strategies.
The results of this study revealed a significant relationship between emotional intelligence and metacognitive listening strategies.