The Effect of Emotional Intelligence (EI) in English Language Learning; A Case Study ofIranian EFL Students in Zahedan

For decades, schools have attempted to predict which students could do well in higher education and the workplace. The tools they used to make their best guess have been standardized achievement tests and IQ rankings. Recent studies, however, imply that there may be a better predictor--the measurement of a child's emotional intelligence. Experts now believe that success is influenced ۲۰% by IQ and ۸۰% by different factors that represent a person's character and personality or emotional intelligence. Consequently, if teachers are concerned with helping students increase their L۲ abilities, they might need to enhance their emotional intelligence skills and reduce foreign language tension, if possible[۱]. The main purpose of the present study is to investigate the role of emotional intelligence in English language learning. To reach the goal of the study, ۲۰ female students were selected at random from Farhangian University in Zahedan and were asked to complete the Emotional Intelligence questionnaire. Then the correlation of their emotional intelligence scores with reading, listening, speaking, and writing skills was evaluated. SPSS ۲۴ was used to analyze data and calculate correlations between them. The results showed that there is a slightly significant relationship between the constructs of emotional intelligence (interpersonal, intrapersonal, general mood, stress control, and adaptability) with some skills. At the end, the results were discussed, the limitations of the research wereexpressed, and suggestions were presented to teachers and authors.

کلیدواژه ها:

English language learning ، Emotional Intelligence