Relationship between Iranian EFL Learners’ Emotional Intelligence and their Performance on Cloze Test

Abstract

To contribute further to the investigation of the impact of individual differences in language test performance, this study probes the relationship between foreign language learners’ emotional intelligence (EI) and their performance on cloze tests. For the purpose of this study, 82 intermediate EFL learners were selected from the University of Zanjan. Schutte Emotional Intelligence Scale (SEIS, Schutte et.al, 1998) was used to assess emotional intelligence and its components based on Mayer and Salovey's view (1990), namely, appraisal of emotions in the self (AES), appraisal of emotions in others (AEO), emotional expression (EE), emotional regulation of the self (ERS), emotional regulation of others (ERO), and utilization of emotions for problem solving (UEPS). The results indicated no statistically significant relationship between EI and cloze test performance. Out of six components of EI, ERS and AES were found to be positively significantly associated with cloze test performance. As to gender differences in emotional intelligence, EI was not associated with gender. However, two components of EI, namely, ERS and ERO, differed significantly between males and females. Results also demonstrated that males’ performance on cloze test was significantly better than females’ performance. Discussions underscored the importance of incorporating programs for enhancing emotional intelligence related skills at schools and universities.