The present study attempted to investigate the relationship between EFL teachers’ emotional, social, cultural, spiritual intelligence and their teaching effectiveness in EFL contexts. Teaching effectiveness was investigated as perceived by EFL teachers, observers and learners based on a data-triangulated procedure. A total of 126 EFL teachers, 266 learners and 31 EFL observers selected randomly from various educational districts in Tehran participated in the study. The EFL teachers were required to answer self-report questionnaires of Teaching Effectiveness Scale (TES), Emotional Intelligence Questionnaire (TEIQue), Cultural Intelligence Scale (CQS), Tromsø Social Intelligence Scale (TSIS) and Integrated Spiritual Intelligence Scale (ISIS) respectively. The EFL observers and learners were also required to answer Teaching Effectiveness Scale (TES) to reveal their perception of their teachers’ teaching effectiveness. The study revealed that among EFL teachers, there was a significant correlation between teaching effectiveness and TEQ, but the correlation between teaching effectiveness and the three other types of intelligence (SQ, CQ, & SPQ) was not significant. The three groups of participants (teachers, observers, and learners) showed a significant difference in their perception of effective teaching. In further analysis, gender made a significant difference in TEQ, but female and male EFL teachers did not show a significant difference in their CQ, SQ, SPQ and effective teaching. University degree caused a significant difference in SQ and TEQ, but not in TE, SPQ and CQ. However, teaching experience and age made a significant difference in all four variables under the study.
Abstract-Listeners in a foreign language will not be able to activate the full range of strategies available to a native speaker. Because of variables such as language proficiency, motivation, age, aptitude and the like, they will be at various stages of approximation to full competence. One way to eliminate the obstacles to efficient listening comprehension is strategy instruction. The present study attempted to explore the impact of the explicit instruction of cognitive and memory strategies on IELTS candidates' listening comprehension. The sample consisted of 88 adult male/female EFL learners who attended IELTS preparation classes regularly, and were randomly assigned into three groups. Two groups were as experimental groups, in which eight memory and cognitive strategies were taught explicitly, whereas the third group did not benefit from the explicit instruction of strategies. The analysis of the data showed that the experimental groups outperformed the control group in listening, but the difference between the two experimental groups was not statistically significant. In fact, in both groups in which cognitive or memory strategies were taught explicitly, the mean scores in listening comprehension did not prove to be significant. In further analysis, the applicants' gender did not make a difference in listening comprehension.
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