چکیده:
This study intended to explore the impact of a cognitive-affective
reading-based course on emotional intelligence and foreign language
anxiety. To this end, short literary readings were used as learning
materials and the basis of classroom activities in a cognitive-affective
reading-based course. An additional goal of this study was to probe the
relationship between foreign language anxiety and emotional
intelligence, defined in terms of both ability and mixed models. Mayer,
Salovey, and Caruso’s (2002) Emotional Intelligence Test (MSCEIT),
Cooper's (1996/1997) EQ-Map, and Horwitz, Horwitz, and Cope’s
(1986) Foreign Language Classroom Anxiety Test (FLCAS) were
administered to 70 EFL undergraduate students in a pretest posttest
quasi-experimental design. MANOVA, ANCOVA and Pearson
correlation procedures were conducted. The results revealed that the
cognitive-affective reading-based course in which literary readings were
used significantly improved the subjects’ MSCEIT scores and decreased
their FLCAS scores. Besides, there was a significant negative
correlation between emotional intelligence and foreign language anxiety.
The pedagogical implications for learners, teachers, educators and
materials developers are presented.
خلاصه ماشینی:
Mayer, Salovey, and Caruso's (2002) Emotional Intelligence Test (MSCEIT), Cooper's (1996/1997) EQ-Map, and Horwitz, Horwitz, and Cope's (1986) Foreign Language Classroom Anxiety Test (FLCAS) were administered to 70 EFL undergraduate students in a pretest posttest quasi-experimental design.
Research Questions The Ilroad objective of this study was to investigate the impact of a cognitive-affective reading-based course on emotional intelligence and foreign language anxiety.
To probe the above questions, the following null hypotheses were formulated: H01: The cognitive-affective reading-based course with its focus on literary readings does not have a significant effect on the undergraduate EFL subjects' emotional intelligence scores from two EQ measures.
H02: The cognitive-affective reading-based course with its focus on literary readings does not have a significant effect on the undergraduate EFL subjects' foreign language anxiety scores.
H031 There is no significant correlation between the undergraduate EFL subjects' emotional intelligence and foreign language anxiety scores.
(View the image of this page) To examine the first null hypothesis stating that the cognitive-affeGtive reading-based course with its focus on literary readings does not have a significant effect on the undergraduate EFL subjects' emotional intelligence scores from two EQ measures, a MANOVA was conducted.
To address the third null hypothesis stating that there is no significant correlation between the undergraduate EFL subjects' emotional intelligence and foreign language anxiety scores, the Pearson Product correlation coefficients between EQ (from two measures) and FLCAS scores were obtained for both control and experimental groups before and after the treatment.
The results of the study indicated that the literary readings used in the cognitive-affective reading-based course helped the subjects improve the r emotional intelligence skills.