چکیده:
This study explored the relationship between EFL (English as a foreign language) teachers’ emotional intelligence (EI) and their students’ motivational attributes. Additionally, it investigated the contribution of EFL teachers’ EI to students’ motivational factors. To these ends, 30 EFL teachers were selected through convenience sampling from language institutes in Najaf-Abad, and were asked to complete Bar-On’s Emotional Quotient Inventory. Then, Gardner’s Attitude/Motivation Test Battery was administered to 221 randomly selected EFL students from the teachers’ English courses in the language institutes. The results of bivariate correlation and multiple regression analyses revealed that there was a statistically significant and positive relationship between the teachers’ EI and their students’ motivational attributes. Moreover, Adaptability, Interpersonal, and General Mood, three competencies of teachers’ EI, were found to have higher correlations with the students’ motivational attributes. But the unique contributions of the above three EI subdomains as well as Intrapersonal and Stress Management subdomains to the motivational factors were not statistically significant. In general, the teachers’ EI made a moderate contribution to the students' motivation.
خلاصه ماشینی:
com Abstract This study explored the relationship between EFL (English as a foreign language) teachers’ emotional intelligence (EI) and their students’ motivational attributes.
g. , Guilloteaux & Dornyei, 2008) have examined the link between the teachers' teaching practice and their students' language learning motivation.
In this exploratory study, which focused on students’ IDs, Rodríguez Prieto (2010) explored the relationship between the theory of EI and language learners’ motivational orientations, motivational learning effort and achievement by adult L2 Spanish students at two levels of formal instruction (beginning and intermediate).
e. , AMTB, scores were obtained separately to identify the profile of the teachers’ level of emotional intelligence as well as students’ motivational attributes.
To address the second research question of the study, which intended to seek whether there were any significant relationships between the five subscales of teachers’ emotional intelligence with the four scales of the students’ motivational attribute AMTB measures, Pearson product moment correlation coefficients were obtained after checking the test assumptions.
Although causal claims cannot be made in interpreting the correlations of the present study, the above findings can lead us to claim that highly emotionally-intelligent EFL teachers who are high in such skills as interpersonal relationship, stress management, adaptability, and happy mood can influence their students’ interest and intensity in L2 learning, and greater effort in the classroom activities.
In essence, the results of the present study lead to the conclusion that in an Iranian EFL context, teachers’ EI skills can be positively related to their students’ motivational attributes such as their attitude towards learning situation.