Abstract
AbstractThe purpose of this study is threefold: firstly, to explore the relationship between EFL learners’ cognitive intelligence, emotional intelligence, and language learning achievement, secondl...
Highlights
Various processes e.g. observing, memorizing, and note-taking are involved in learning
Our findings revealed that total emotional intelligence was not significantly correlated with language achievement
The current study investigated the relationship between cognitive intelligence and emotional intelligence and learners’ language achievement
Summary
Various processes e.g. observing, memorizing, and note-taking are involved in learning. These processes do not account for how and why learning takes place (Brown, 2004). The innate complication of the ideational processes of man’s mind strangely fascinated scholars to reflect on what goes in the brain (Hasanzadeh & Shahmohammadi, 2011). Second/foreign language learning is noticeably more erratic than first language acquisition. Scholars in the field of second/foreign language acquisition have recently touched upon EFL learners’ variations. EFL learners’ social and psychological difficulties and their low degree of attainment have prompted scholars to assume that mental intelligence is not the only requirement for a thriving life (Hasanzadeh & Shahmohammadi, 2011)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
