Social Changes and Need of Learning English: Modelling of Emotional Intelligence and English language Anxiety in Bilingual's Society Journal Article

Writer: Homayouni، Ali Reza ؛ Hashemi، Soheila ؛ Farzad، Valiollah ؛ Dortaj، Fariborz ؛

Corresponding Author: Abdollahi، Muhammad Hossein ؛

Quarterly of Sociological Studies of Youth Autumn 2020 - Number 39 Ranking Science-Research (Azad University (‎10 page(s) - From 137 to 146 )

Keywords: emotional intelligence Bilingual social change Learning English English language anxiety English

Abstract:

The purpose of this study was modeling of emotional intelligence and English language anxiety with English language learning. The present study was one of studies using structural equation modeling. The population included all bilingual adolescence students in third grade of guidance school on Golestan province that speaking Turkmen language, and 321 students were randomly selected among them. Then Foreign Language Classroom Anxiety Scale (FLCAC) (Horwitz et al., 1986) and Schutte Emotional Intelligence Test (EI) (1998) were implemented on them. Also, the information about learning English language of students was gathered through scores of students in English language lesson at end of academic year. Results of confirmatory factor analysis showed that models of measuring latent variables have a good fitness. In addition to direct effects, emotional intelligence can affect learning English language indirectly through English language anxiety. Therefore, increasing of emotional intelligence can reduce language anxiety, and consequently, increase language learning.

Machine summary:

Social Changes and Need of Learning English: Modelling of Emotional Intelligence and English language Anxiety in Bilingual's Society 1 Ali Reza Homayouni 21 Muhammad Hossein Abdollahi* 3 Soheila Hashemi 4 Valiollah Farzad 5 Fariborz Dortaj Received 10 March 2020, Accepted 21 June 2020 Abstract language anxiety with English language learning. In addition to direct effects, emotional intelligence can affect learning English language indirectly through English language anxiety. Social change, Emotional intelligence, English language anxiety, Learning English, Bilingual 1. Learning and writing English language will be increased by increasing emotional intelligence (Saadat & Fayaz Dastgerdi, 2014). Therefore, learning English language will be increased by increasing emotional intelligence (Sucaromana, 2012). Among the various factors that affect language learning, two variables are more important: emotional intelligence and language anxiety. Emotional intelligence is an effective and determining factor in real life processes such as success in school and education, success in work and interpersonal relationships and in general health performance (Ciarrochi, Forgas, & Mayer, 2006). Students who learn second and third languages in lower age have higher emotional intelligence and experience lower language anxiety (Dewaele, Petrides & Forenham, 2008). 5. Conclusion The purpose of this study was modeling emotional intelligence and English language anxiety with English language learning. Results showed a direct significant of components of emotional intelligence on learning English language. It should be noticed that teachers’ approach and applying of emotional intelligence in teaching process can decrease language anxiety and is effective and important in learning English. The relationship between emotional intelligence and English language learning strategies with English language skills in students.

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