Abstract
Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.
Highlights
Learners vary in how successfully they can learn a second language
These participants were selected from the above-mentioned institute because they were learning English in the institute as English as a Foreign Language (EFL) learners in the real sense of the concept of English as a foreign language since in such institutes the language skills and components are focused in a holistic approach to teach/learn the target language; another reason was that these participants were conveniently available to the researchers
No significant correlation was found between their stress management and adaptability and their problem-solving metacognitive strategies in reading
Summary
Learners vary in how successfully they can learn a second language. Almost everyone agrees that some learners learn a second language and others with difficulty. Thorndike (1920) was one of the first who challenged this view He coined the term ‘social intelligence’ and viewed this concept as the ability to understand and manage people and act wisely in human relationships (cited in Goleman, 1998). As early as 1943, Wechsler hypothesized that ‘non-intellective’ elements were crucial for predicting a person’s ability to succeed in life (Cherniss & Adler, 2000) It was not until Gardner’s conception of ‘multiple intelligences’ in 1983 that the emotional and affective elements gained importance. He originally postulated seven types of intelligence including interpersonal and intrapersonal intelligences, which, in part, paved the way for the development of EI studies
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