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AutorenAlavinia, Parviz; Mollahossein, Hassan
TitelOn the Correlation between Iranian EFL Learners' Use of Metacognitive Listening Strategies and Their Emotional Intelligence
QuelleIn: International Education Studies, 5 (2012) 6, S.189-203 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1913-9020
SchlagwörterMetacognition; English (Second Language); Second Language Learning; Emotional Intelligence; Interpersonal Competence; Correlation; Learning Strategies; Foreign Countries; Listening Comprehension; Questionnaires; Scores; Stress Management; College Students; Measures (Individuals); Statistical Analysis; Regression (Statistics); Iran
AbstractThe researchers in the current study were after gauging the would-be correlation between emotional intelligence (and its subcomponents), on the one hand and the use of listening metacognitive strategies by academic EFL learners on the other. The study at hand benefited from 72 female and 40 male university students from Urmia University, Urmia Azad University and Salams Azad University. The main instruments used in the study were Bar-On's emotional intelligence inventory and listening metacognitive strategies use questionnaire. Using Pearson correlation coefficient, the researchers came up with a significant amount of correlation between the use of listening metacognitive 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. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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