چکیده:
This study was an attempt to examine the relationship between EFL students’ EI, their gender, and writing performance. To this end, 30 female and 27 male English B.A. students, studying at Allameh Tabataba’i University, participated in this study. After checking the homogeneity of the participants through a TOEFL test, Bar-On EQ-i questionnaire (Bar-On, 1997) was administered in order to measure the participants’ emotional intelligence. Besides, their writing performance was measured by their writing course final grades. Three Pearson product moment correlation coefficients and a Multivariate Analysis of Variance (MANOVA) were run to analyze the relationships and interactions among the variables of emotional intelligence, gender, and writing performance. The findings revealed that there was a positive relationship between the participants’ EI and their writing performance. Furthermore, the female participants had a higher emotional intelligence compared to the male participants. However, no difference was found between the male and female participants’ writing performance. The obtained results of this study have had several implications in the fields of English teaching, language testing, and syllabus design and materials development.
خلاصه ماشینی:
Three Pearson product moment correlation coefficients and a Multivariate Analysis of Variance (MANOVA) were run to analyze the relationships and interactions among the variables of emotional intelligence, gender, and writing performance.
In spite of many available materials that can be cultivated in schools‟ curricula in order to enhance school children‟s emotional intelligence (Salovey, Mayer, & Caruso, 2002), few researches and empirical studies were done on the ways through which second-language learners‟ EI could be raised.
The results of most of the studies revealed that there is no significant difference between males and females regarding their overall emotional intelligence (Bar-On, 2006; Brackett & Mayer, 2003; Dawda & Hart, 2000; Schutte et al.
Considering the aforementioned studies, this study in particular, investigates the relationship between emotional intelligence, gender, and writing performance of Iranian undergraduate EFL students and intends to answer the following research questions: 1.
Results Results of Pearson Correlation to Respond to the First Research Question The first research question of the present study was whether there is any statistically significant relationship between the students‟ emotional intelligence and their writing performance.
Results of Pearson Correlation to Respond to the Second Research Question The second research question of the present study examined whether there is any statistically significant relationship between the students‟ gender and their emotional intelligence.
Results of MANOVA Test to Respond to the Fourth Research Question The last research question of the present study examined whether there is any interaction between the students‟ emotional intelligence, their gender, and writing performance.