The Relationship between Emotional Intelligence and Complexity, Accuracy and Fluency in EFL Learners' Oral Performance

Autor/in	Abdolrezapour, Parisa
Titel	The Relationship between Emotional Intelligence and Complexity, Accuracy and Fluency in EFL Learners' Oral Performance
Quelle	In: Cypriot Journal of Educational Sciences, 13 (2018) 3, S.310-318 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Emotional Intelligence; Oral Language; Accuracy; Language Fluency; Difficulty Level; Adolescents; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Emotionale Intelligenz; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Schwierigkeitsgrad; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Over the last three decades, emotional intelligence (EI) has received considerable empirical attention especially in academic context. Following this line of research, the study reported in this paper investigated the relationship between trait EI and EFL learners' second language (L2) oral performance. A sample of 102 Iranian EFL students, all between 13 and 18 years old (approximately half male and half female), performed an oral narrative task under laboratory conditions and completed the trait emotional intelligence questionnaire-adolescent short form (TEIQue-ASF), which is used to measure global trait EI. The correlational analysis of the results indicated a positive relationship between EI and learners' L2 oral performance as measured in terms of complexity, accuracy and fluency. Those with higher degree of EI were able to produce more accurate and complex language. The relationship between EI and fluency measures, however, did not reach significance. Findings of this study point to the importance of focusing on learners' emotions and finding strategies to foster it. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: www.cjes.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01