Abstract
<p>The present article aimed at investigating the relationship between the emotional intelligence and reading comprehension of Iranian EFL impulsive and reflective students. To do so, 121 students based on a PET test were selected. Then, they answered a translated version of emotional intelligence and did a reading comprehension test. Later, they filled out impulsiveness questionnaire reflectiveness questionnaire. The results of these questionnaires and the reading test were compared. The first finding of the research revealed that there was a significant relationship between Iranian EFL learners’ emotional intelligence and their reading comprehension. Based on the next result, it was concluded that there was significant relationship between impulsive Iranian EFL learners’ emotional intelligence and their reading comprehension. On the other hand, there wasn’t such relationship between reflective Iranian EFL learners’ emotional intelligence and their reading comprehension. The last finding indicated that the Iranian impulsive EFL female students who possessed more degrees of emotional intelligence outperformed reflective students on reading comprehension. The findings of the research could be employed by EFL teachers, educational researchers, and English learners in an attempt to develop a more learner-centered method of second language reading comprehension.</p>
Highlights
1.1 Introducing the ProblemOne of the skills that is of utmost significance in the instructional settings is the reading skill
The first finding of the research revealed that there was a significant relationship between Iranian EFL learners’ emotional intelligence and their reading comprehension
121 participants whose scores fell between one Standard Deviation above and below the mean were selected as a homogeneous group. They answered the emotional intelligence questionnaire prepared by Samuie et al (2005) and they answered the reading comprehension questions
Summary
One of the skills that is of utmost significance in the instructional settings is the reading skill. Reading skill is specially critical in input-poor EFL settings such as Iran, where there is very little (if any) contact with the native speakers of English and as a result, books, websites, and so forth remain the most available source of information in English (Rahimi, Sadighi, & HosseinyFard, 2011). Apart from that, according to Grabe (2010), reading comprehension is viewed as a highly complex skill which encompasses both lower level processing and higher level processing. As Grabe (2010) points out, higher level processing is related to the ability of the reader to make an interpretation of the text based on their background knowledge. “Given the relationships between learners’ EI and cognitive functioning, it may be reasonable to hypothesize that learners with higher level of EI would be able to carry out higher level processing (and read) both more effectively and efficiently” (Abdolrezapour & Tavakoli, 2012, p. 4)
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