The Impact of the Emotional Intelligence of Learners of Turkish as a Foreign Language on Reading Comprehension Skills and Reading Anxiety

Abstract

In the present study that measured the emotional intelligence of the students who were learning Turkish as a foreign language, the aim was to determine whether the emotional intelligence of the students affected their reading comprehension skills and reading anxiety. Thus, initially, the Schutte Emotional Intelligence Scale was adapted for foreign students after the required approvals were obtained. Then, the correlations between the emotional intelligence of the students and their reading anxiety and reading comprehension skills were investigated. The analysis of the data collected from 138 students attending İnönü University Turkish Language Learning Research and Application Center (TÖMER) demonstrated that the level of emotional intelligence of the students decreased general level reading anxiety levels (ß =-6.69). It was also concluded that general emotional intelligence level of the students increased their reading comprehension skills (ß = 9.079). Furthermore, it was determined the general emotional intelligence scores of female students (x = 3.389) were higher than male students (x = 3.181) (t = 2.944; p = 0.004 <0.05). As a result, emotional intelligence of the foreign language learning students effects on the reading comprehension skills and the reading anxiety.

The Correlation between Emotional Intelligence and Academic Listening Skills of Pre-Service Teachers

“…In a study conducted by Taşlıyan et al (2015) to demonstrate the correlations between emotional intelligence, communication skills and academic achievement levels of college students and to determine whether emotional intelligence, communication skills and academic achievement levels differed based on demographics, it was determined that there was a significant correlation between emotional intelligence and communication skills and academic achievements. Stottlemyer (2002), Fahim and Pishghadam, (2007), and Ateş (2019) reported a significant correlation between academic achievement and emotional intelligence. Karadüz (2010) investigated the listening strategies of pre-service Turkish language and classroom teachers and demonstrated that along with several affective factors, instructional approaches limited the listening skills of pre-service teachers.…”

“…It was determined that the Emotional Evaluation Centered on Others scores of the females were higher when compared to that of the males. Ateş (2019) investigated the effect of emotional intelligence on reading comprehension and reading anxiety scores of those who were learning Turkish as a foreign language and determined that the total emotional intelligence scores of female students were higher than male students. There were no significant differences between student Self-Centered Emotional Evaluation, Self-Centered Emotional Regulation, Emotional Regulation Centered on Others, and Total Emotional Intelligence scores based on the gender variable.…”

“…The study findings demonstrated there was a very low negative correlation between the emotional intelligence levels and listening skills scores of pre-service teachers, and there were also negative correlations between the optimism/mood regulation and emotional evaluation sub-dimension scores in the emotional intelligence scale and total listening skill scores, while the mean listening skill score of pre-service teachers was high and emotional intelligence scores were moderate. Ateş (2019) investigated the effect of emotional intelligence of learners of Turkish as a foreign language on their reading comprehension skills and reading anxiety. The study findings demonstrated that emotional intelligence of students learning Turkish as a foreign language affected their reading comprehension skills and reading anxiety.…”

Pengaruh Kecerdasan dan Minat Pribadi Sosial terhadap Penyesuaian Diri Mahasiswa Bimbingan dan Konseling

“…Hasil penelitian menunjukkan kecerdasan memberikan pengaruh 28,7% terhadap penyesuaian diri mahasiswa jurusan bimbingan dan konseling. Individu yang memiliki kecerdasan tinggi, mereka akan: mudah mencerna (Ates, 2019); merespons suasana hati secara tepat; mampu berkomunikasi secara tepat (Cherry dkk., 2013;Zhu dkk., 2016); memiliki empati yang baik (Abe dkk., 2018); mampu menyelesaikan persoalan-persoalan; menghormati dan menghargai pendapat orang lain; berinteraksi (Dewi dkk., 2016); serta mampu melihat segala sesuatu dari berbagai sudut pandang. Tentu kemampuan ini sangat dibutuhkan dalam proses penyesuaian diri, karena individu dituntut untuk mengatasi keteganganketegangan; frustasi; dan konflik yang dialaminya.…”

The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

“…Though some studies to date have investigated EFL learners' emotional intelligence as well as their metacognitive strategies (Ateş, 2019;Ebrahimi, Khoshsima, Zare-Behtash & Heydarnejad, 2018;Hasanzadeh & Shahmohamadi, 2011;Hashemi & Ghanizadeh, 2011;Nelson & Low, 1999;Pishghadam, 2009;Ranjbar Mohammadi, Saeidi & Ahangari, 2020;Taheri & Hedayat Zade, 2018;Taheri, Sadighi, Bagheri & Bavali, 2019), the relationship between these two concepts still remains to be further probed. More specifically, in the Iranian EFL learning context, reading skill is of great significance since developing this skill has been one of the prime objectives of EFL learning in the Iranian L2 learning curriculum.…”