The Relationship between Emotional Intelligence and English Language Achievements among Private Secondary Schools' Students at Khartoum Locality

By Elhaj, Nesrin Hassan Mohammed | Ahfad Journal, June 2015 | Go to article overview

The Relationship between Emotional Intelligence and English Language Achievements among Private Secondary Schools' Students at Khartoum Locality


Elhaj, Nesrin Hassan Mohammed, Ahfad Journal


Introduction

This paper is about the relationship between Emotional Intelligence and English Language achievement in private secondary school students at Khartoum locality. Recently, researchers realized that a person's emotional life has an impact on academic outcomes and demonstrated that Emotional Intelligence quotient (EQ) is more than intelligence quotient (IQ) accounts for success in life and education (Petrides & Furnham 2000 & Parker et al. 2009). On the other hand, the importance and advantages of a second language acquisition (English learning in this case) as a second language is continuing to increase day by day (Pishghadam 2009). Teachers and parents have always been concerned about student's success in English learning as a second language and social adaptation both in and out of the classroom. This paper seeks to provide a basis for future investigation and recommendation in the field of education to help secondary schools students (adolescents) to develop their Emotional Intelligence. Due to paucity of research on EQ and foreign language learning, this study is seeking to shed light on the relation between Emotional Intelligence and students' English Language achievement in private secondary schools in Khartoum locality. In fact, the study purported to answer the following questions:

1- What is the relationship between Emotional Intelligence dimensions [Intrapersonal Ability, Interpersonal Ability, Stress Management, Adaptability, and General Mood] and students' English Language achievement in private secondary schools at Khartoum locality?

2- Is there any statistical difference in Emotional Intelligence dimensions among private secondary school students' gender and age in Khartoum locality?

3- What are the teachers' perceptions about students' Emotional Intelligence and their attitudes toward English Language learning in private secondary schools in Khartoum locality?

Literature review and previous studies

History of Emotional Intelligence

The distal roots of Emotional Intelligence are as old as 1870s when Charles Darwin published the first modern book on the role of emotional expression in survival and adaptation (Stein & Book 2006). In the 1930s and 1940s, David Wechsler 1997 introduced the -Wechsler Cognitive Intelligence Scale (WIES), to measure social intelligence. Wechsler supported the importance of thinking rationally, acting in a planned way and having positive response and reaction (Mayer et al. 2004). In the 1950s Abraham Maslow supported the original concept of Emotional Intelligence with humanistic approach of psychology and building upon emotional strength (Fer 2004). Thorndike and Gardener's paradigm conceptualize EI as ability or mixed model combine mental ability with personality characteristics such as optimism and well being. Thorndike 1920 stated that intelligence has three components: academic, emotional and social. In this respect he considered social ability as a major part of intelligence. In 1985 Gardner continued to enrich upon social intelligence. He refers to Emotional Intelligence as personal intelligence Gardner focused on non-intellectual intelligences when he explained multiple intelligence theory, which is believed to have the largest contribution on the development of Emotional Intelligence theories (Noe 2012). The above stated theories and experiments constituted the main component for the following recent EI models.

Models of Emotional Intelligence

There are three models of Emotional Intelligence that provide two forms of interpretations of EI: The first is cognitive abilities models such as Mayer and Salovey 2004 model, which discusses the cognitive aspects such as awareness and expression of feelings. The second is cognitive and non cognitive (mixed model) such as Goleman's model 1998 which includes self awareness, empathy, motivation and social skills. While Bar-On model contains of intelligence compatibility, stress management and general mood competencies (Bar-On 2007, p. …

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