The Relationship between Emotional Intelligence and Reading Comprehension of Iranian Intermediate EFL Learners

تخفیف ویژه

Abstract

The concept of emotional intelligence, and motivation for reading has been around for a number of years. Yet it continues to be an intriguing buzzword in English language classrooms. The purpose of the study was to explore the relationship between emotional intelligence, reading comprehension, motivation for reading, and gender. The participants in the study were selected from six classes consisting of 85 intermediate students studying English in English Institute. Forty of them were female and 45 of them were male. Their age ranged from 18 to 26 years. Their level of English proficiency was determined on the basis of their scores on the PET proficiency test. After all participants in both groups were given PET proficiency test, those participants placing between +_ 1 SD were considered as the main Finally, there were 64 EFL learners selected for the purpose of this study. Then, all participants were given Emotional Intelligence questionnaire and The Reading Motivations questionnaire. Also, the students’ scores on reading comprehension posttest were compared with the results of Emotional Intelligence Questionnaire and the Reading Motivations questionnaire to see whether there is any correlation between them or not by considering the hypothesis. The results of the study indicated that there is a positive relationship between the students’ level of reading comprehension and their emotional intelligence. Also, there is a positive relationship between emotional intelligence and reading motivation. Furthermore, female students had a better performance in emotional intelligence, in comparison to their counterparts. Finally, female and male students had a similar performance in their reading proficiency.

Key words: Emotional intelligence, Emotion, Intermediate level, Motivation, Reading Comprehension

Table of Contents

CHAPTER І: INTRODUCTION.……………………………….....…….…………….. 1

1.1 Statement of the Problem ………………….………………...………….……………. 4

1.2 Objectives of Study .……………………………………………………….…………. 5

1.3 Research Questions ………………………….…………………..…………..……….. 6

1.4 Significance of the study …………………………………….…………….…….…… 6

1.5 Definition of key terms …………...………………...……...…………….…………... 8

CHAPTER II: REVIEW OF THE LITERATURE……..………….….……..… 10

2.1 Reading …………………………………………………….……………….………… 11

2.1.1 Theoretical Models of Reading ………………...………………….………………. 13

2.2 Reading Comprehension………………………………………………….…..……… 16

2.2.1 Skilled Vs. Unskilled Readers ……………………………......…………….………18

2.3. Definition of Intelligence …………………………………...………………….…….21

2.3.1. History of Intelligence …………………………………………...………………....23

2.3.2. Historical Overview of Emotional Intelligence …………………….………………25

2.3.3. Social-Emotional Intelligence ………………………….…………………………...26

2.3.4. Emotional Intelligence …………………………………….……...……….………..30

2.3.4.1 Implications for Emotional Intelligence in Schools ………….….…………….…..34

2.4. Models of Emotional Intelligence …………………………………………..………...36

2.4.1. The Mayer and Salovey Construct of Emotional Intelligence ……………...……....36

2.4.2. Goleman Model of Emotional Intelligence …………………………….……….…..37

2.4.3. The Self-Science Model of Emotional Intelligence ………………….….…….……37

2.4.4. Previous studies on emotional intelligence …………………………….……..…….38

2.5. Definition and kinds of motivation ………………………………….…….....……….40

2.6. Emotional Intelligence and Motivation ………………………….………..……...…...41

CHAPTER Ш : METHODOLOGY...................................………………..……...…….44

3.1. Restatement of Reasearch Questions ……………………….…………..………….….45

3.2. Design of the study ……………………………………………………..….………….46

3.3.Sampling and Participants ……………………………………..……………………..46

3.4 Instrumentation ……………………………………………….………...…………….47

3.4.1 General English Proficiency Test ……………………………..……..……………..47

3.4.2. The emotional quotient inventory (EQ-I) ……………………….…………………47

3.4.3. The Reading Motivations questionnaire …………………………….……………..48

3.5. Procedure …………………………………………………………………………….49

CHAPTER ІѴ: RESULTS AND DISCUSSION………………………..….....…50

4.1 Research Questions ……………………………………………………..….………...51

4.1.1. Research question 1 …………………………………………………..….………...51

4.1.2. Research question 2 ……………………………………………………....………..53

4.1.3. Research question 3 ………………………………………………...…….….…….55

4.1.4. Research question 4 ……………………………………………...………..……….56

4.4. Summary of chapter 4 ……………………………………………….……..………..59

CHAPTER Ѵ: CONCLUSION AND DISCUSSION………….…….……...….60

5.1 Restatement of research objective ……………………………………………………61

5.2 Discussion ………………………………………………………..…….…………….62

5.3 Summary of Research Study …………………………………….….………………..65

5.4 Implication of the study ………………………………………..…..……….………..66

5.5 Limitations of the study ………………………………………..…..…….…………..67

5.6 Recommendations for further studies …………………………….………….………68

5.7. Summary of chapter five …………………………………………....…….…………69

References ………………………………………………………………....…….………70

Appendices……………………………………………………………...….….…………91

Appendix A: General English Proficiency Test……………………………….…………92

Appendix B: Emotional Intelligence Questionnaire………………………..….………...95

Appendix c: Motivation to Read Profile Reading Survey…………………….………….96

Abstract in Persian………………………………………………………….….………..98