The relationship between emotional intelligence and writing ability of Iranian EFL learners
Keywords:
Emotional intelligence, writing ability, EFL learnersAbstract
As opposed to traditionally attached advantage to IQ, Emotional Intelligence (EI) theory is increasingly characterized as contributing to students' ability to jump-start their achievement. In this study, the body of female BA sophomores of English Literatureat Urmia University, (N =47), was given a close look in terms of their EI, uaing an intact group sampling procedure. The starting point was the students' being given Bar-On's Emotional Quotient Inventory, for which the participants were asked to respond based on the relevance of the statements to themselves using a Likert Scale. Thereafter, the students' scores on the advanced writing coursefinal exam were obtained and correlated with their EI scores. The scoring of writing papers was done analytically following pre-specified criteria. The writings were scored once by two trained raters, yielding the inter-rater reliability of 0.8.Analyses conducted through Multiple Regression indicated a positive relationship between writing ability and emotional self-awareness, a subcategory of EI. This finding can create a room for highlighting emotions in one's educational life.Downloads
Download data is not yet available.
Downloads
Published
2014-04-13
How to Cite
Sadeghi, K., & Farzizadeh, B. (2014). The relationship between emotional intelligence and writing ability of Iranian EFL learners. BELT - Brazilian English Language Teaching Journal, 4(1), 20–29. Retrieved from https://revistaseletronicas.pucrs.br/belt/article/view/12271
Issue
Section
Article
License
Copyright
The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.