On the Correlation between Iranian EFL Learners’ Use of Metacognitive Listening Strategies and Their Emotional Intelligence

Parviz Alavinia,Hassan Mollahossein

doi:10.5539/ies.v5n6p189

Abstract

The researchers in the current study were after gauging the would-be correlation between emotional intelligence (and its subcomponents), on the one hand and the use of listening metacognitive strategies by academic EFL learners on the other. The study at hand benefited from 72 female and 40 male university students from Urmia University, Urmia Azad University and Salams Azad University. The main instruments used in the study were Bar-On's emotional intelligence inventory and listening metacognitive strategies use questionnaire. Using Pearson correlation coefficient, the researchers came up with a significant amount of correlation between the use of listening metacognitive 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.

Highlights

Second language acquisition has been viewed as a complex cognitive process by cognitive psychologists as the learners implement some cognitive strategies during this process
The final upshots of this study further revealed that the participants’ ages and their years of teaching experience were of no interaction effect regarding the correlation between the subjects' emotional intelligence and their self-efficacy
The results show that the scales of 'Interpersonal skills' and 'Adaptability' have the greatest relative importance or power of predicting the use of metacognitive strategy of 'Monitoring'

Summary

Introduction

Second language acquisition has been viewed as a complex cognitive process by cognitive psychologists as the learners implement some cognitive strategies during this process. Do learners use cognitive strategies, and they monitor and control their own mental processes (Pintrich, 1999), which are referred to as metacognitive strategies that are involved in learning and using language. Compared with other courses such as mathematics, learning English and generally learning language may be more pertinent to emotional intelligence. Individual differences and personality traits like emotional intelligence are at times taken to play no role in teaching and learning system and are partially ignored. Despite the profusion of studies carried out regarding the role of IQ in academic achievement, very little seems to have been done concerning the relevance of EI to the use of strategies by learners

Methods

Discussion

Conclusion