Academic journal article International Journal of Linguistics

The Relationship between EI and Writing Improvement of Iranian EFL Students at MA Level

Academic journal article International Journal of Linguistics

The Relationship between EI and Writing Improvement of Iranian EFL Students at MA Level

Article excerpt


The present study was conducted to investigate the relationship between Emotional Intelligence and Writing skill in MA students. To fulfill the purpose of the study, 50 post graduate EFL students took part in this study. The investigation was done through using an El questionnaire and two tests of writing, one before and another after the instruction. To analyze the data, paired sample t-test and Two-Way ANOVA were used. To check the correlation, Pearson product-moment correlation coefficient was run. The findings, furthermore, showed that the connection is straight. That is, with teaching learners how to write, argue and defend points, students become motivated to use information include in emotion to make efficient decisions. By the same token, believing that they are capable to manage emotions and handle relationship, learners show more persistence in their writing. Based on the analysis, there were no significant differences between female and male learners' writing achievements and their emotional managements,both female and male learners with low, mid and high emotional understanding and management advanced their writing performances in writing instruction course to the same level.

Keywords: Emotional Intelligence(EI), Writing skill, EFL students

1. Introduction

Learners vary enormously in learning a second language. Everybody agrees that some individuals have difficulty in learning a second language but some don't. Among so many factors donating to second language learning success, including motivation, attitude and so on, it is supposed that the most important factor which accounts for success in learning a language is the degree of intelligence that individuals own.

There have been new insights in the research of human intelligence and learning, and the overall concept of intelligence has been expanded. There is a large amount of interest in finding whether individual difference measures such as intelligence act as the predictors of learner academic success or not.

Emotions are created as a result of interaction between thought, physiological changes and behavioral actions and attitudes in response to an external event. Emotional intelligence has a great influence on individuals' ability to managethemselves and leads their actions in a way that they work for them efficiently, such as lowering their voice or controlling their anger when the voice is getting louder.

Gardner's theory (1993) proposes various and independent intelligence capacities that cause many different ways of understanding, recognizing, and learning about the world to have a better knowledge of it. There is a successive flow of new data on how the human brain acts, how it has different characteristics in function between genders, how emotions effect on intellectual acuity, even on how genetics and environment each affect our students' cognitive abilities.

Previous research demonstrated that emotional intelligence is connected with success in many domains, including effective teaching (Ghanizadeh & Moafian, 2010), student learning (Brackett & Mayer, 2003), and academic performance (Gil-Olarte, Palomera, & Brackett, 2006).Regarding the role of emotions a number of recently done studies worth being mentioned here. Karimi (2011) indicated that understanding and managing one's own emotions, knowing, being aware of and responsive to others' emotions would contribute to the L2 productive skills, particularly writing, as well as motivation and self-actualization of both university professors of L2 writing and their students.

In another empirical research, Shakiba and Barani (2011) showed that there is a credible and meaningful relationship between language proficiency and emotional intelligence. Furthermore, the relationship between students 'Emotional quotient (EQ) level and their level of language proficiency is more powerful and stronger in females than males.

Having a glance at learners' El and its role in generating and shaping their attitudes and beliefs reveals that El has not received enough attention in the field of EFL teaching. …

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