Iranian EFL Learners' Emotional Intelligence, Learning Styles, Strategy Use, and Their L2 Achievement

Autor/inn/en	Afshar, Hassan Soodmand; Tofighi, Somayyeh; Hamazavi, Raouf
Titel	Iranian EFL Learners' Emotional Intelligence, Learning Styles, Strategy Use, and Their L2 Achievement
Quelle	In: Issues in Educational Research, 26 (2016) 4, S.635-652 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Emotional Intelligence; Cognitive Style; Learning Strategies; Language Proficiency; Questionnaires; Likert Scales; Correlation; Statistical Analysis; Measures (Individuals); Late Adolescents; Young Adults; Iran; Learning Style Inventory; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Emotionale Intelligenz; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language skill; Language skills; Sprachkompetenz; Fragebogen; Likert-Skala; Korrelation; Statistische Analyse; Messdaten; Halbstarker; Young adult; Junger Erwachsener
Abstract	The idea that language learning is facilitated or inhibited by a multitude of factors has prompted scholars in the field to investigate variables considered to be crucial in the process of second or foreign language learning. This study investigated relationships between emotional intelligence, learning style, language learning strategy use, and the L2 achievement of Iranian EFL learners. One hundred and thirty eight Iranian EFL learners participated in the study by completing three Likert-scale questionnaires: the "Emotional Quotient Inventory" (Bar-on, 1997), the "Learning Style Questionnaire" (Kolb, 1984), and the "Strategy Inventory for Language Learning" (Oxford, 1990). Also, the participants' final scores in the previous four terms were collected and their average was regarded as their L2 achievement. The results of Pearson correlation analyses revealed there was no statistically significant relationship between learning styles and L2 achievement; however, the findings indicated L2 achievement was significantly related to emotional intelligence as well as to language learning strategy use. The results of multiple regression analysis revealed that among the variables of the study, strategy use, followed by emotional intelligence, was a stronger predictor of L2 achievement. Moreover, the findings indicated that of the components of emotional intelligence, assertiveness was the best predictor of L2 achievement. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01