چکیده:
This study is intended to examine the relationship between critical thinking
disposition and English learning achievement among Iranian high school
third-grade EFL learners mediated by emotional intelligence. A sample of 264
students (145 males and 119 females) was assessed for their level of critical
thinking disposition and emotional intelligence. Participant's scores on their
final English test were also used as the measurement of their English
achievement. The results revealed a positive correlation between total critical
thinking dispositions (r=.506, p<.01) and its subscales i.e., engagement(r=.33),
maturity(r=47), and innovativeness (r=44.6) with English learning
achievement. The results also suggested that emotional intelligence acts as a
mediator of the relationship between critical thinking disposition and English
learning achievement.
خلاصه ماشینی:
"The results also suggested that emotional intelligence acts as a mediator of the relationship between critical thinking disposition and English learning achievement.
In spite of well-established significance of critical thinking and emotional intelligence in terms of effective learning, serious deficiencies can be seen in Iranians' national system of foreign language teaching in which teachers are required to do their best to teach "what to think" rather than "how to think effectively (Fahim & Sa’eepour, 2011).
The purpose of this study is to examine the relationship between students’ critical thinking disposition and their English learning achievement and determine the mediating role of emotional intelligence.
2. Does EFL learners' emotional intelligence mediate the relationship between their critical thinking disposition and English learning achievement?
In another recent study, Nosratinia, Asiabar and Sarabchian (2014) explored the relationship between EFL learners' language learning strategy use, and critical thinking.
The obtained results suggest that emotional intelligence significantly mediates the relationship between critical thinking disposition and English learning achievement.
Additionally, in accordance with acquired results in this research, Nosratinia, Asiabar and Sarabchian (2014) indicated that significant relationships exist between EFL learners' use of language learning strategies and critical thinking.
Another major finding of the present study was that emotional intelligence appeared to be considered as a mediating factor in the relationship between student’s critical thinking disposition and their English achievement.
6. Conclusion This study was about to analyze research literature and explore insights into relationship between critical thinking disposition and language learning achievement with consideration of the mediating role that emotional intelligence may play in this regard."