EQ, Metacognitive Reading Strategies, and Reading Comprehension Achievement in Undergraduate EFL Students: A Study of Relations

Reading is considered as one of the necessary skills for students since they can utilize reading materials as a basic source of input when they learn thesecond and foreign language. The current study aimed at investigating the relationship among EQ, metacognitive reading strategies, and the participants reading comprehension achievements and to know if there was any significant relationship among these three variables or not. The participants in this studywere 57 undergraduate EFL students from Bahonar university of Kerman and Payam-e- Noor university of Bandar Abbas. The instruments to obtain data inthis study were: 1) The Self-Report Emotional Intelligence Test (SREIT) by Schutte et al, (1998), 2)Metacognitive Awareness of Reading StrategiesInventory (MARSI), by Mokhtari & Reichard (2002), and 3) the participants score in the final exam of Reading Comprehension Course. After analyzing thedata, the result showed that there was a positive significant relationship between EQ and metacognitive reading strategies and its subscales, there was a positive significant relationship between EQ and reading comprehension achievement, and there is also a positive significant relationship between overall metacognitive reading strategies and reading comprehension achievement.

کلیدواژه ها:

EQ ، Metacognitive Reading Strategies (global ، support ، and problem-solving strategies) ، Reading Comprehension Achievement