Metacognitive Listening Strategy Use Revisited in the Light of Learners' Emotional Intelligence

Abstract

The current study was after probing the would-be correlation between emotional intelligence (and its subcomponents), on the one hand, and metacognitive listening strategies used by academic EFL learners, on the other. Benefiting from 72 female and 40 male university students from Urmia University, Urmia Azad University and Salams Azad University, the current study also strived to find the possible effect of gender on the gained results. The main instruments used in the study were Bar-On’s emotional quotient inventory and metacognitive listening strategy use questionnaire. Using Pearson correlation coefficient, the researchers came up with a significant amount of correlation between the use of metacognitive listening strategies and total emotional intelligence score as well as the learners’ scores on the subscales of emotional intelligence (Intrapersonal, Interpersonal, adaptability, and general mood) with the mere exception of stress management. Moreover, the relationship between all the 5 subscales of emotional intelligence and the use of monitoring strategies, and the relationship between interpersonal skills and evaluating strategy were found to be significant. Finally, based on the obtained results, gender was reported to have no effect on the relationship between emotional intelligence and use of metacognitive strategies in listening.