Listening Comprehension Performance Viewed in the Light of Emotional Intelligence and Foreign Language Listening Anxiety

Autor/inn/en	Valizadeh, Mohammad Reza; Alavinia, Parviz
Titel	Listening Comprehension Performance Viewed in the Light of Emotional Intelligence and Foreign Language Listening Anxiety
Quelle	In: English Language Teaching, 6 (2013) 12, S.11-26 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Listening Comprehension; Emotional Intelligence; English (Second Language); Second Language Learning; Measures (Individuals); Foreign Countries; Anxiety; Correlation; Second Language Instruction; Literature; College Students; Listening Comprehension Tests; Scores; Multiple Regression Analysis; Predictor Variables; Language Tests; Likert Scales; Questionnaires; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Hörverständnis; Emotionale Intelligenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Messdaten; Ausland; Angst; Korrelation; Fremdsprachenunterricht; Literatur; Collegestudent; Hörverstehensübung; Prädiktor; Language test; Sprachtest; Likert-Skala; Fragebogen
Abstract	The researchers in the current study were after probing the potential relationship between emotional intelligence, foreign language listening anxiety (FLLA), and listening comprehension performance of Iranian EFL learners. To this end, 233 participants, studying English language and literature at three different Universities in Urmia, were initially selected. Successive to running homogeneity test, the number of eligible participants reduced sharply and only 160 out of the original number went on with the remainder of the study. To gather the data use was mainly made of two instruments, i.e. Bar-On's (1997) emotional quotient inventory (EQ-i), and FLLA scale. Results of Pearson product moment correlation pointed to a strong relationship between listening comprehension performance of the learners and their emotional intelligence scores, with the strongest relationship belonging to the self-awareness subscale of EI. Furthermore, a strong negative relationship was found between FLLAS and listening comprehension performance. The results also indicated a strong negative relationship between learners' FLLA and their emotional intelligence, with the strongest relationship belonging to the happiness component. The results of the multiple regression analyses for the predictability power of EI for listening comprehension performance and FLLA revealed that EI is a proper predictor of listening comprehension performance and FLLA of Learners. Finally, based on multiple regression analysis FLLA was deemed a proper predictor of listening comprehension performance of EFL learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01