Although emotional intelligence (EI) and metacognitive strategies have been addressed by different researchers across the globe, the relationship between EI and the use of metacognitive reading strategies by L2 learners needs further exploration. To fill this gap, at least partially, the present study investigated the relationship between emotional intelligence and the use of metacognitive reading strategies by EFL learners. Based on the convenience sampling method, 119 Iranian EFL learners across the age range of 18-27 were selected as the earlier subjects. These subjects were then homogenized through the administration of the PET reading test, which reduced the number of the participants to 102 intermediate EFL. The main instruments included Bar-On's (1997) Emotional Intelligence Questionnaire and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies Questionnaire (SORS) that measured metacognitive reading strategies use. The results revealed a moderate and positive correlation between a) emotional intelligence and the use of metacognitive reading strategies; b) intrapersonal skills, interpersonal skills, adaptability, and general mood and global metacognitive strategies; c) intrapersonal skills, interpersonal skills, and general mood and problem-solving metacognitive strategies; and d) intrapersonal skills, interpersonal skills, and general mood and support metacognitive strategies. Furthermore, multiple regression analysis results indicated that the EI scales of general mood and interpersonal skills significantly contributed to the prediction of the use of metacognitive reading strategies by EFL learners.
The present study intends to investigate the effect of dynamic assessment (DA) on EFL learners' grammar knowledge. Based on Murphy, DA originates with the workings of the Russian psychologist and its basis is rooted in his outstanding concept of the zone of proximal development (2008). Embedding instruction and assessment through mediation, DA distinguishes learning potential and promotes development in relation to this potential (Lantolf, 2009, p.360). This study inspects the difference between applying dynamic and non-dynamic (static) assessment of Third Grade Secondary School EFL learners' grammar achievement. Therefore, 86 male and female participants (in segregated groups) were investigated to explore the purpose of the study. The consequences of applying DA on both female and male learners, i.e. an experimental and a control group for each gender, were discovered through the current research. First, a pre-test, then a post-test (it was the same as the pre-test) were administered to the applicants to show the possible changes after a period of six mediated sessions. The outcomes of the study presented that dynamic assessment had a significant improvement in participants' grammar achievement.
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