Abstract
The study investigated the impact of Emotional Intelligence (EI) enhanced instruction on developing the critical reading skills of EFL adults and fostering their attitudes towards English learning as a sustainable development process. This is a one group pre/post study. The participants were 50 EFL freshmen at Suez Faculty of Education. The study entailed three instruments: The Schutte’s Emotional Intelligence Scale, a pre/post critical reading test and an English learning as a sustainable process attitude scale. Differences in the mean scores of the pre/post critical reading test as well as the pre/post attitude scale of English learning as a sustainable development process were calculated using t-test. The statistical analyses revealed a significant difference in the mean scores of the pre/post test of critical reading as well as the pre/post administration of attitude scale in favor of the post tests. In addition, a positive correlation existed between emotional intelligence and both participants’ critical reading skills and their attitudes to learn English as a sustainable development process. It was concluded that participants’ critical reading ability and their attitudes to learn English as a sustainable development process were significantly enhanced after receiving emotional intelligence enhanced instruction.
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