An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement
The contribution of emotional quotient and its dimensions to the students’ language achievement have been widely acknowledged; however, the association between the two variables has been varied in different contexts. In this vein, this study aimed to investigate the relationship between emotional qu...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
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Sciendo
2020-05-01
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| Series: | Darnioji daugiakalbystė |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/sm-2020-0005 |
| _version_ | 1811343275848630272 |
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| author | Zokaee Mojtaba Suzani Samad Mirza |
| author_facet | Zokaee Mojtaba Suzani Samad Mirza |
| author_sort | Zokaee Mojtaba |
| collection | DOAJ |
| description | The contribution of emotional quotient and its dimensions to the students’ language achievement have been widely acknowledged; however, the association between the two variables has been varied in different contexts. In this vein, this study aimed to investigate the relationship between emotional quotient (EQ) and language achievement (LA) of Iranian EFL students, and the extent to which EQ components can predict their language achievement. To this end, 138 undergraduate Iranian EFL learners from three different Iranian universities in Shiraz, Iran were selected through the census sampling technique to participate in the study. General English questions (adapted from university entrance exam) and the Persian validated version of the Schutte Self-report Emotional Intelligence Test (SSEIT) were employed to collect data on language achievement and emotional quotient, respectively and SPSS software was used to analyze the data. A total of 103 students, aged 18 to 27, returned the questionnaires. Findings revealed a significant correlation between EFL learners’ EQ and their LA, while EQ explained 6.7% of the variability of students’ LA, and none of the subscales of the EQ had a linear relationship with LA. Given the positive correlation between EQ and LA, educational policy-makers and education providers are recommended to focus on these factors that can leverage students’ and teachers’ emotions in the learning environment. |
| first_indexed | 2024-04-13T19:25:32Z |
| format | Article |
| id | doaj.art-5dddf33a36d24b829ff157726cdcbea6 |
| institution | Directory Open Access Journal |
| issn | 2335-2027 |
| language | deu |
| last_indexed | 2024-04-13T19:25:32Z |
| publishDate | 2020-05-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Darnioji daugiakalbystė |
| spelling | doaj.art-5dddf33a36d24b829ff157726cdcbea62022-12-22T02:33:22ZdeuSciendoDarnioji daugiakalbystė2335-20272020-05-011619111110.2478/sm-2020-0005sm-2020-0005An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language AchievementZokaee Mojtaba0Suzani Samad Mirza1Shahid Bahonar University of Kerman, IranDepartment of English, Marvdasht Branch, Islamic Azad University, Marvdasht, IranThe contribution of emotional quotient and its dimensions to the students’ language achievement have been widely acknowledged; however, the association between the two variables has been varied in different contexts. In this vein, this study aimed to investigate the relationship between emotional quotient (EQ) and language achievement (LA) of Iranian EFL students, and the extent to which EQ components can predict their language achievement. To this end, 138 undergraduate Iranian EFL learners from three different Iranian universities in Shiraz, Iran were selected through the census sampling technique to participate in the study. General English questions (adapted from university entrance exam) and the Persian validated version of the Schutte Self-report Emotional Intelligence Test (SSEIT) were employed to collect data on language achievement and emotional quotient, respectively and SPSS software was used to analyze the data. A total of 103 students, aged 18 to 27, returned the questionnaires. Findings revealed a significant correlation between EFL learners’ EQ and their LA, while EQ explained 6.7% of the variability of students’ LA, and none of the subscales of the EQ had a linear relationship with LA. Given the positive correlation between EQ and LA, educational policy-makers and education providers are recommended to focus on these factors that can leverage students’ and teachers’ emotions in the learning environment.https://doi.org/10.2478/sm-2020-0005efl learnersemotional quotient (eq)eq subscalesiranian efl learnerslanguage achievement (la) |
| spellingShingle | Zokaee Mojtaba Suzani Samad Mirza An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement Darnioji daugiakalbystė efl learners emotional quotient (eq) eq subscales iranian efl learners language achievement (la) |
| title | An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement |
| title_full | An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement |
| title_fullStr | An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement |
| title_full_unstemmed | An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement |
| title_short | An Investigation into the Impact of Emotional Quotient (EQ) on Iranian EFL Learners’ Language Achievement |
| title_sort | investigation into the impact of emotional quotient eq on iranian efl learners language achievement |
| topic | efl learners emotional quotient (eq) eq subscales iranian efl learners language achievement (la) |
| url | https://doi.org/10.2478/sm-2020-0005 |
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