Reza Pishghadam - Associate Professor of TEFL, Ferdowsi University, Mashhad, Iran
Shima Ghahari - Ph.D. Candidate of TEFL, Ferdowsi University, Mashhad, Iran

Underlying the recently developed notions of applied ELT and life syllabus is theidea that language classes should give precedence to learners’ life qualities, forinstance emotional intelligence (EI), over and above their language skills. By sodoing, ELT is ascribed an autonomous status and ELT classes can lavish their fullpotentials to the learners. With that in mind, this study aimed to design and validatea scale for appraising the current English language learning textbooks with respectto EI competencies. Having used several psychological models of EI, the authorsdeveloped a 44-item scale. The scale was then disseminated to in-service EFLteachers at non-profit language institutes in Iran. Rasch rating scale model wasutilized to substantiate the construct validity of the scale. Three items, tworepresenting impulse control and one pertaining to adaptability, misfitted themodel, requiring to be pruned. The results also showed that the 6-point Likert scalefunctioned effectively. The scale is therefore a unidimensional and valid instrumentwith considerable implications for language teachers, syllabus designers, andmaterials developers

life syllabus, life skills education, emotional abilities (EA) scale, Rasch rating scale model, teachers’ perceptions, applied ELT