The Impacts of Enhancing Emotional Intelligence on the Development of Reading Skill

Autor/inn/en	Ebrahimi, Mohammad Reza; Khoshsima, Hooshang; Zare-Behtash, Esmail
Titel	The Impacts of Enhancing Emotional Intelligence on the Development of Reading Skill
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.573-586 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Emotional Intelligence; English (Second Language); Second Language Learning; Foreign Countries; Reading Skills; Reading Tests; Scores; Statistical Analysis; Experimental Groups; Hypothesis Testing; Quasiexperimental Design; College Students; Questionnaires; Likert Scales; Language Tests; Pretests Posttests; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Reading skill; Lesefertigkeit; Lesetest; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Collegestudent; Fragebogen; Likert-Skala; Language test; Sprachtest; Language tests; Englisch
Abstract	English language is an important international language and a considerable part of time and expenses is devoted to learning it. Since many academicians and common people invest a lot of time on learning it, an increase in learning speed is certainly an urgent need. The current study tried to empirically examine the influence of an affective factor namely Emotional Intelligence on Reading Skill as affective factors play a role in learning in general and language learning in particular. Intermediate EFL learners in Iran were given an IELTS test for evaluating their reading proficiency. Next, the Emotional Quotient of the subjects were calculated and after that teaching Emotional Intelligence was started. The subjects received instructions for one year on both Emotional Intelligence and Reading Skill. The difference in scores of both Emotional Intelligence and IELTS tests were then statistically calculated to observe the progress in each issue. The findings of the study showed a significant progress both in Emotional Intelligence and Reading Skill of the subjects in the experimental group, but no significance was observed in the control group. The results of the present research could help develop the knowledge on Emotional Intelligence enhancement and its possible effect(s) on language learning. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01