Association between Emotional Intelligence and Meta-Cognitive Reading Strategies among Iranian Intermediate EFL Learners
Subject Areas : Journal of Language, Culture, and Translation
1 - Ph.D. Candidate in TEFL, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
Keywords: Emotional Intelligence, Meta-cognitive Reading Strategies, EFL Learners,
Abstract :
In this study, an attempt was made to measure the relationship between emotional intelligence and metacognitive reading strategies among intermediate-level English students. Initially, 82 language learners from Payame Noor University were selected based on simple random sampling. The researcher explained the purpose of the test and asked them to answer the questionnaire correctly. The OPT level test was performed for them and the results were used to select a homogeneous group of participants whose scores were between a standard deviation lower and higher than the average. Two questionnaires on emotional intelligence and metacognitive reading strategies were used to collect the required data. The result of the rank-spearman correlation showed that there is a positive correlation between emotional intelligence and metacognitive reading strategies. The study provides implications for the ELT community.
References:
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-771). Lawrence Erlbaum Associates.
Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99-109). Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.008
Ateş, S. (2019). The relationship between emotional intelligence and reading comprehension: A study on Turkish EFL learners. International Journal of Language Academy, 7(1), 1-15. https://doi.org/10.18033/ijla.522
Azmuddin, A., Nor, N. F. M., & Hamat, A. (2017). The relationship between metacognitive reading strategies and reading comprehension among ESL tertiary students. International Journal of Education and Literacy Studies, 5(4), 1-10. https://doi.org/10.7575/aiac.ijels.v.5n.4p.1
Bar-On, R. (1997). The emotional quotient inventory (EQ-i): A test of emotional intelligence. Multi-Health Systems.
Bar-On, R. (2007). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.
Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Castilho, P., Pinto, A. M., Sousa, C., Duarte, J., Kolodziejczyk, K., Petrocchi, N., … & Salgado, J. (2017). How does emotional intelligence contribute to the development of second and foreign languages? In Emotional intelligence in education (pp. 149-165). Springer, Cham. https://doi.org/10.1007/978-3-319-63139-4_8
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Froiland, J. M., & Davison, M. L. (2020). The role of intrinsic motivation, extrinsic motivation, and cognitive strategies in reading achievement: A multilevel analysis. Reading Psychology, 41(2), 121-148. https://doi.org/10.1080/02702711.2019.1695466
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126-135. https://doi.org/10.1080/19388076709556976
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press. https://doi.org/10.1017/CBO9781139150484
Grabe, W. (2014). Key issues in L2 reading development. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 216-231). National Geographic Learning/Cengage Learning.
Jafari, S. M., & Shokrpour, N. (2012). The reading strategies used by Iranian ESP students to comprehend authentic expository texts in English. International Journal of Applied Linguistics and English Literature, 1(4), 102-113. https://doi.org/10.7575/ijalel.v.1n.4p.102
Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1-44. https://doi.org/10.1111/j.1467-9922.2007.00442.x
Martinez, M. E. (1997). The what, why, and how of classroom assessment. Journal of Adolescent & Adult Literacy, 41(2), 128-133.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-215. https://doi.org/10.1207/s15327965pli1503_02
Méndez, A. (2011). Emotional intelligence and learner autonomy in EFL. Porta Linguarum, 15, 65-78.
Mokhtari, K. (2000). Development and validation of the metacognitive awareness of reading strategies inventory (MARSI) (Unpublished doctoral dissertation). University of Minnesota, USA.
Mokhtari, K., & Richard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037/0022-0663.94.2.249
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10. https://doi.org/10.1080/09639280220138632
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
Motallebzadeh, K. (2009). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Iranian Journal of Language Studies, 3(1), 119-128.
Nemat Tabrizi, A. R., & Esmaeili, S. (2016). The relationship between emotional intelligence and metacognitive reading strategies among Iranian EFL learners. Journal of Applied Linguistics and Language Research, 3(5), 1-13.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Perikova, I., & Byzova, M. (2019). The relationship between emotional intelligence, metacognitive awareness, and academic performance in university students. Psychology in Russia: State of the Art, 12(2), 164-177. https://doi.org/10.11621/pir.2019.0212
Petrides, K. V. (2009). Psychometric properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing emotional intelligence: Theory, research, and applications (pp. 85-101). Springer. https://doi.org/10.1007/978-0-387-88370-0_5
Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41.
Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1-17.
Samouei, R. (2003). The relationship between emotional intelligence and academic achievement among Iranian TEFL students (Unpublished doctoral dissertation). University of Isfahan, Iran.
Soodmand Afshar, H., & Rahimi, M. (2016). The relationship between emotional intelligence and EFL learners’ writing performance. Cogent Education, 3(1), 1-17. https://doi.org/10.1080/2331186X.2016.1162999
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195-207. https://doi.org/10.1017/S0261444811000486
Taheri, M., & Jadidi, E. (2019). The relationship between emotional intelligence, language learning strategies, and learning styles among Iranian EFL learners. International Journal of Instruction, 12(1), 1149-1164. https://doi.org/10.29333/iji.2019.12173a
Vaezi, S., & Fallah, N. (2012). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1-13. https://doi.org/10.1080/17501229.2010.537340
Vassiou, A., Andreou, E., & Mouratoglou, V. (2016). The relationship between emotional intelligence and reading comprehension: The case of Greek EFL learners. International Journal of Applied Linguistics, 26(3), 327-345. https://doi.org/10.1111/ijal.12095
Zang, L. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288. https://doi.org/10.1080/09658410108667039
Zhang, L. J. (2013). Second language reading metacognition and its impact on L2 reading and writing. The Reading Matrix, 13(2), 44-59.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-771). Lawrence Erlbaum Associates.
Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99-109). Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.008
Ateş, S. (2019). The relationship between emotional intelligence and reading comprehension: A study on Turkish EFL learners. International Journal of Language Academy, 7(1), 1-15. https://doi.org/10.18033/ijla.522
Azmuddin, A., Nor, N. F. M., & Hamat, A. (2017). The relationship between metacognitive reading strategies and reading comprehension among ESL tertiary students. International Journal of Education and Literacy Studies, 5(4), 1-10. https://doi.org/10.7575/aiac.ijels.v.5n.4p.1
Bar-On, R. (1997). The emotional quotient inventory (EQ-i): A test of emotional intelligence. Multi-Health Systems.
Bar-On, R. (2007). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.
Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Castilho, P., Pinto, A. M., Sousa, C., Duarte, J., Kolodziejczyk, K., Petrocchi, N., … & Salgado, J. (2017). How does emotional intelligence contribute to the development of second and foreign languages? In Emotional intelligence in education (pp. 149-165). Springer, Cham. https://doi.org/10.1007/978-3-319-63139-4_8
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Froiland, J. M., & Davison, M. L. (2020). The role of intrinsic motivation, extrinsic motivation, and cognitive strategies in reading achievement: A multilevel analysis. Reading Psychology, 41(2), 121-148. https://doi.org/10.1080/02702711.2019.1695466
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126-135. https://doi.org/10.1080/19388076709556976
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press. https://doi.org/10.1017/CBO9781139150484
Grabe, W. (2014). Key issues in L2 reading development. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 216-231). National Geographic Learning/Cengage Learning.
Jafari, S. M., & Shokrpour, N. (2012). The reading strategies used by Iranian ESP students to comprehend authentic expository texts in English. International Journal of Applied Linguistics and English Literature, 1(4), 102-113. https://doi.org/10.7575/ijalel.v.1n.4p.102
Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1-44. https://doi.org/10.1111/j.1467-9922.2007.00442.x
Martinez, M. E. (1997). The what, why, and how of classroom assessment. Journal of Adolescent & Adult Literacy, 41(2), 128-133.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-215. https://doi.org/10.1207/s15327965pli1503_02
Méndez, A. (2011). Emotional intelligence and learner autonomy in EFL. Porta Linguarum, 15, 65-78.
Mokhtari, K. (2000). Development and validation of the metacognitive awareness of reading strategies inventory (MARSI) (Unpublished doctoral dissertation). University of Minnesota, USA.
Mokhtari, K., & Richard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037/0022-0663.94.2.249
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10. https://doi.org/10.1080/09639280220138632
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
Motallebzadeh, K. (2009). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Iranian Journal of Language Studies, 3(1), 119-128.
Nemat Tabrizi, A. R., & Esmaeili, S. (2016). The relationship between emotional intelligence and metacognitive reading strategies among Iranian EFL learners. Journal of Applied Linguistics and Language Research, 3(5), 1-13.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.
Perikova, I., & Byzova, M. (2019). The relationship between emotional intelligence, metacognitive awareness, and academic performance in university students. Psychology in Russia: State of the Art, 12(2), 164-177. https://doi.org/10.11621/pir.2019.0212
Petrides, K. V. (2009). Psychometric properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing emotional intelligence: Theory, research, and applications (pp. 85-101). Springer. https://doi.org/10.1007/978-0-387-88370-0_5
Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41.
Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1-17.
Samouei, R. (2003). The relationship between emotional intelligence and academic achievement among Iranian TEFL students (Unpublished doctoral dissertation). University of Isfahan, Iran.
Soodmand Afshar, H., & Rahimi, M. (2016). The relationship between emotional intelligence and EFL learners’ writing performance. Cogent Education, 3(1), 1-17. https://doi.org/10.1080/2331186X.2016.1162999
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195-207. https://doi.org/10.1017/S0261444811000486
Taheri, M., & Jadidi, E. (2019). The relationship between emotional intelligence, language learning strategies, and learning styles among Iranian EFL learners. International Journal of Instruction, 12(1), 1149-1164. https://doi.org/10.29333/iji.2019.12173a
Vaezi, S., & Fallah, N. (2012). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1-13. https://doi.org/10.1080/17501229.2010.537340
Vassiou, A., Andreou, E., & Mouratoglou, V. (2016). The relationship between emotional intelligence and reading comprehension: The case of Greek EFL learners. International Journal of Applied Linguistics, 26(3), 327-345. https://doi.org/10.1111/ijal.12095
Zang, L. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288. https://doi.org/10.1080/09658410108667039
Zhang, L. J. (2013). Second language reading metacognition and its impact on L2 reading and writing. The Reading Matrix, 13(2), 44-59.