Abstract:
This study attempted to investigate the relationship between emotional intelligence and linguistic competence of some Iranian learners of English in the areas of structure,written expression,vocabulary,reading comprehension,and composition. A forty-item test of linguistic proficiency secured from TOEFL preparatory books with the Cronbach’s Alpha reliability of 0.742,the thirty-three-item Schutte Emotional Intelligence Scale,and a task of writing in English were administered to 110 Iranian undergraduate students of English language and literature to elicit the necessary data for study and analysis. Seventy-nine respondents succeeded to finish the tests and the tasks. While there is much literature supporting the existence of a positive relationship between emotional intelligence and academic success,a series of Pearson correlation tests applied to the results from the proficiency test,the essay task,and emotional profiles of the participants did not indicate any significant positive relationship between their emotional intelligence scores and their scores on
Machine summary:
"A. in TEFL, Semnan University Received on December 8, 2012 Accepted on September 15, 2013 This study attempted to investigate the relationship between emotional intelligence and linguistic competence of some Iranian learners of English in the areas of structure, written expression, vocabulary, reading comprehension, and composition.
742, the thirty-three-item Schutte Emotional Intelligence Scale, and a task of writing in English were administered to 110 Iranian undergraduate students of English language and literature to elicit the necessary data for study and analysis.
Having conducted a longitudinal project involving 93 British university students, Furnham, Chamorro-Premuzic, and McDougall (2003) argued that the Big Five personality traits --which are highly correlated with emotional intelligence--"are better predictors of AP [Academic Performance] than cognitive ability, BAI [Beliefs About Intelligence], and gender" (p.
3. Purpose of the Study In spite of the intuitive appeal of the theoretical remarks and empirical findings concerning the relationship between emotional intelligence, as an offshoot of affective and emotive domain, and cognitive performance and academic success, the present teacher- researchers noticed some discrepancy between their foreign language teaching experience and these relationship claims.
1 Participants To investigate the connection between emotional intelligence and language learning, the researchers administered an English proficiency test, a task of essay writing, and the Schutte Emotional Intelligence Scale (Schutte, Malouff, and Bhullar, 2009) to 110 undergraduate students of English language and literature at Semnan University, Iran.
This study was motivated by the suspicion that the relationship frequently reported in the literature between the emotional intelligence of learners and their academic achievement may not necessarily hold true for foreign language learning."