The Relationship Between Emotional Intelligence and Vocabulary Learning Strategies among Iranian Intermediate EFL Learners

Subject Areas : Journal of Applied Linguistics Studies

Yeganeh Kazemi ¹ , Seyyed Hassan Seyyedrezaei ^{2 *}

1 - دانشگاه آزاد اسلامی، واحد علوم تحقیقات، شعبه گلستان، گرگان
2 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran

Received: 2025-03-02 Accepted : 2025-03-18 Published : 2024-02-10

Keywords: Emotional Intelligence, Vocabulary Learning Strategies, Language Learning Strategies ,

Abstract :

Although there are many studies in the field of Emotional Intelligence (EI), its implications to language learning have not been practiced noticeably in Iran. Previous studies have noted the relationship between EI and language learning; however, the present study aimed to investigate the relationship between English as a Foreign Language (EFL) learners' EI and vocabulary learning strategies. To fulfill the purpose of the study, 50 Iranian EFL learners, (25 females and 25 males), aged 23-32, learning English in Language Institutes in Gorgan, Golestan, were selected. The native language of the participants was Farsi. The participants’ level was identified by Nelson 350 A proficiency test as intermediate. They were recruited to fill out Bar-On EQ questionnaire (1997) along with Schmitt’s (1997) vocabulary learning strategies questionnaire. Results were analyzed using Statistical Package for Social Science (SPSS) version 18. In an attempt to discover any possible significant relationship between male and female EI and to explore any differences among EI of learners and their vocabulary learning strategies, independent sample t-test and Pearson correlation were applied. The results demonstrated that there was a positive significant relationship between EI and vocabulary learning strategies, i.e. the learners with high EI, were better strategy users for learning vocabulary and in fact EI had a role on how one decided to use strategies for vocabulary learning. Moreover, there was no significant difference between EI and gender of EFL learners in vocabulary learning strategies. The results may pave the way for some implications in learning.

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