The Correlation between Emotional Intelligence and Academic Listening Skills of Pre-Service Teachers

Hatice Altunkaya

doi:10.7575/aiac.ijels.v.9n.4p.141

Abstract

In the present study, emotional intelligence and academic listening skill levels of pre-service teachers and the correlations between these variables were determined. Furthermore, the emotional intelligence levels and academic listening competencies of pre-service teachers were also investigated based on the variables of gender, department, and the preference of the department of study. The study group included 361 freshmen pre-service teachers attending the Faculty of Education and the study was conducted with survey method, a quantitative research method. The study data were collected with the “Academic Listening Skill Competency Scale” and “Rotterdam Emotional Intelligence Scale”. In the study, the regression analysis was conducted to determine the causality between emotional intelligence scores and academic listening skill scores revealed significant findings. The study findings demonstrated that “Total Emotional Intelligence” scores of the students reflected above average emotional intelligence levels. It was determined that the academic listening skill competency scores of the pre-service teachers were above average in both scale sub-dimensions and the total scale score. The results of regression analysis showed that the causality between Total Emotional Intelligence and Total Academic Listening Skills was significant.

Highlights

Listening is the process where individuals with a physically healthy ear make sense of the sounds by activating grammar knowledge
The present study aimed to determine the correlation between the emotional intelligence levels and academic listening skill competencies of pre-service teachers
The regression analysis conducted to determine the causality between Self-Centered Emotional Evaluation, Emotional Evaluation Centered on Others, SelfCentered Emotional Regulation, Emotional Regulation Centered on Others and Total Academic Listening Skill was significant (F = 12.100; p = 0,000

Summary

Introduction

Listening is the process where individuals with a physically healthy ear make sense of the sounds by activating grammar knowledge. Acquisition of active listening skills, accurate comprehension of the sounds, and storage of the messages in long term memory are among the requirements of academic achievement. Listening skills were initially categories by Richard (1983, cited in Flowerdew, 1994): academic listening and listening during conversation. Richard (1983, cited in Flowerdew, 1994) reported the differences between these two types of listening as follows: a) Type of preliminary information: For the listeners to understand during academic listening, they should know something about the course topic, while during listening in conversation does not require prior knowledge to understand the message. The author argued that academic listening requires special skills in long conversations or meaningful interviews, in academic listening, notes could be taken and messages from other media tools such as flyers, images or books could be associated with the listeners during the process

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