چکیده:
Emotional Intelligence (EI) theory has stirred up interest of researchers and policy makers. As opposed to mere reliance on Intelligent Quotient (IQ) as contributing to success in education, proponents of EI theory emphasize its fundamental role in different aspects of academic achievement. Therefore, the present study aimed to explore the relationship between EI and writing ability of Iranian EFL university students. To achieve this goal, a group of forty EFL students took part in this study. Twenty of the participants were female and twenty male, and their age range was 19-26. The participants were given Bar-On’s EQ questionnaire as well as a writing test. Bar-On’s questionnaire consisted of 90 items which were in Likert scale format and the writing test was given as the final exam of students’ Advanced Essay Writing course at the university. Students were asked to write about one of the 2 topics they were given and their writing was evaluated by two raters. Inter-rater reliability of 0.8 was achieved. The results indicated no significant relationship between female and male students’ EI and their writing score. Among sub-skills of EI, impulse control correlated negatively with males’ writing ability. Detailed findings and implications are also discussed.
خلاصه ماشینی:
A Study of Relationship between Emotional Intelligence and Writing Ability Fatemeh Esmaeili٭ (Corresponding Author) Adjunct Lecturer in TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran E-mail: f.
Keywords: Emotional Intelligence, Language Teaching, Writing Ability, Correlation, and EFL Students.
Zeidner and his colleagues (2004, as cited in Jonker & Vosloo, 2010) state that EI relates to some areas of psychological science such as the neurosciences of emotion, self-regulation 42 The Journal of Applied Linguistics and Discourse Analysis Volume 3, Issue 1, Winter and Spring, 2015, pp.
The scales measure: emotional self-awareness, assertiveness, self-regard, self-actualization, independence, empathy, interpersonal relationships, social responsibility, problem solving, reality testing, flexibility, stress tolerance, impulse control, happiness, and optimism (Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998).
g. suggestopedia and community language learning) attempted to take affective factors such as self- 45 The Journal of Applied Linguistics and Discourse Analysis Volume 3, Issue 1, Winter and Spring, 2015, pp.
It gives an overall EQ score as well as scores for the subscales; this questionnaire is broken down into 15 subscales of emotional self-awareness, assertiveness, self-regard, self-actualization, independence, empathy, interpersonal relationships, social responsibility, problem solving, reality testing, flexibility, stress tolerance, impulse control, happiness, and optimism.
Table 5: Descriptive statistics of sub-skills of EI test of students (female & male) (View the image of this page) 53 The Journal of Applied Linguistics and Discourse Analysis Volume 3, Issue 1, Winter and Spring, 2015, pp.