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

Abstract

<jats:p>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.</jats:p>

Emotional Intelligence in Distance Learning: A case study of English as a second language via distance learning

“…It was found that emotionally intelligent students can "guard against negative emotions and neutralise their obtrusive influence, less emotionally intelligent learners are likely to succumb in the face of intricate and ill-defined situations and are unable to control destructive emotions" (p. 647). Similarly, Aliasin and Abbasi (2020) found that students' emotional and cognitive capacity to use reading strategies to improve their language learning is positively related to their EI. Aini did not admit defeat amidst the barriers she faced.…”

“…In a recent study, Aliasin and Abbasi (2020) investigated the relationship between EI and the use of metacognitive reading strategies by second language learners in Iran. Multiple regression analysis showed 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" (p. 31).…”

“…Overall, numerous studies have been conducted to investigate the influence of EI on academic achievement and English language learning in distance and online learning contexts. However, most of these EI studies (Aliasin & Abbasi, 2020;Berenson et al, 2008;Buzdar et al, 2016;Engin, 2017;Hamdzah, 2020;Homayouni et al, 2020;Soodmand Afshar & Rahimi, 2016;Zarezadeh, 2013) employed quantitative methods. The quantitative findings were informative, but the data were somewhat detached, reducing participants to mere numbers, which resulted in the loss of vital information about the participants' contexts and real-life experiences.…”

The Relationship of Metacognitive Reading Strategies Used by Saudi EFL Learners and their Emotional Intelligence

“…Bar-On (2007) states that EI is associated with emotional, social, personal, and survival aspects of intelligence. There is no agreement on a precise definition of emotional intelligence because researchers believe that some variables influence EI definition which is what the exactly correct term is to be used and how much of one's behavior can be affected by EI (Aliasin & Abbasi, 2020). Recently, there are three primary models of EI:…”

“…A variety of elements contributes to learning another language successfully such as motivation, attitudes, personality type, and social background. It has been said that intelligence is one of the crucial factors that have an essential role in learning a second language successfully (Aliasin & Abbasi, 2020). Emotional intelligence (EI), according to Goleman (1998) is the ability to understand one's emotions and those of others, to motivate oneself, and to manage feelings well in oneself and in his/her relationships.…”