چکیده:
Abstract This study aimed at investigating the relationship between Iranian EFL learners’ reading strategy use and Emotional Intelligence (EI) as well as exploring the most frequently-used reading strategies which can facilitate the process of reading comprehension. To this end, a group of 60 was selected out of 274 university learners majoring in TEFL and English Translation. Based on English Proficiency Test and Bar-On’s (1997) EI Test, they were divided into two groups (high and low EI). Then, the needed data were gathered by employing a Reading Strategy Questionnaire. The collected data were analyzed via SPSS software, version 22. The results of the study revealed that EI level was positively associated with Reading Strategy Use (r=0.623, p<0.01). Also, the results of independent samples t-test were indicative of the fact that the degree of usage of meta-cognitive and cognitive strategies by the high EI group was greater than that of the low EI group, while with respect to the test-taking strategies, this degree of usage was weaker in the former than in the latter. In addition, cognitive strategy, as the most frequent one, was observed to be a facilitative strategy for reading comprehension. It was, therefore, concluded that the importance of reading strategies should be taken into account in improving the reading skill and other areas of language learning and teaching. The findings of the can be helpful for material development, testing and teaching methodologies.
خلاصه ماشینی:
Relationship between Iranian EFL Learners’ Reading Strategy Use and Emotional Intelligence Behnam Majidi Dehkordi, Department of Foreign Languages, Islamic Azad University, Isfahan Branch, Isfahan, Iran behnam_m_b@yahoo.
com Abstract This study aimed at investigating the relationship between Iranian EFL learners’ reading strategy use and Emotional Intelligence (EI) as well as exploring the most frequently- used reading strategies which can facilitate the process of reading comprehension.
Due to the scarcity of research, especially between English and Persian, the present study aims to determine the relationship between emotional intelligence and the reading strategies employed by Iranian EFL learners and to find the most and the least frequently-used reading strategies employed by Iranian EFL learners with high and low EI in reading comprehension.
Many studies have been conducted to find out the relationship between Iranian EFL learners’ strategy use and their EQ scores (Akbari and Talebinezhad, 2003): the relationships between emotional intelligence (EI) and foreign language anxiety (Rouhani, 2008); the relationship between EI and speaking ability of a group of Iranian EFL learners (Ghaffari, 2008); the relationship between EI, vocabulary learning knowledge and vocabulary learning strategies among Iranian EFL learners (Razmjoo, Sahragard, and Sadri, 2009); the relationship between emotional intelligence (EI) and foreign language learners’ achievement in Iranian context (Hasanzadeh and Shahmohamadi, 2011); the impact of emotional intelligence (EI) components on listening proficiency together with gender differences (Jahandar, Khodabandehlou, Seyedi, and Dolatabadi (2012); and the relationship between emotional intelligence (EI) and writing skill among Iranian MA students (Ghasemi, Behjat and Kargar, 2013).