Abstract
English language as one of the most important international scientific languages used in Iran (and many other countries) is of crucial importance and a great amount of time and expenses are being invested on learning and teaching it. Increasing the speed of learning this language is certainly an urgent need, as many common people and academicians spend a lot of time on learning it, sometimes without a major breakthrough. Thus, the effect of increasing Emotional Intelligence on Listening Skill was examined in this study in an empirical way. An “Interchange Placement Test” was given to university students who studied English as a Foreign Language (EFL learners) in Iran. Subjects were Intermediate level students who also took an IELTS test, so that the researchers could more exactly evaluate their proficiency in listening skill at the beginning of the project. Next, the Emotional Intelligence of them was evaluated and consequently Emotional Intelligence (EQ/I) was taught. After a one educational-year course of concurrently teaching EI and listening skill, the same IELTS along with the EQ test was administered in treatment and control group. To observe the development in each category, the difference in scores of both EQ and IELTS test (pre-test and post-test) were statistically calculated. Ultimately, it was found that both EI and listening skill of the learners in treatment group were developed in a significant way whereas no significant change was detected in control group who did not receive any instructions on EI. The findings of the study can contribute in the promotion of the knowledge on the effect of emotional intelligence in language learning and also syllabus design.
Highlights
Language aptitude embraces a set of factors which makes language learning easy to some learners or on the contrary, challenging to some others
Subjects were Intermediate level students who took an IELTS test, so that the researchers could more exactly evaluate their proficiency in listening skill at the beginning of the project
It was found that both EI and listening skill of the learners in treatment group were developed in a significant way whereas no significant change was detected in control group who did not receive any instructions on EI
Summary
Language aptitude embraces a set of factors which makes language learning easy to some learners or on the contrary, challenging to some others. Among the many influential factors on language learning, emotional processes involved in learning in the brain are discussed in the current study. The role of EQ has launched controversies surrounding success and the current study tries to empirically investigate it in language learning, insofar as it seems necessary to find the influence of such an important factor in language learning. To this aim, EQ was taught to EFL learners for one educational year in order to examine its probable impact on listening skill. The research question and hypothesis were as follows: Question: Does EQ enhancement have any impacts on Listening Skill development among EFL learners?
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