Main Article Content
Over the last three decades, emotional intelligence has received considerable empirical attention especially in academic context. Following this line of research, the study reported in this paper investigated the relationship between trait EI and EFL learners’ second language (L2) oral performance. A sample of 102 Iranian EFL students, all between 13-18 years old (approximately half male and half female), performed an oral narrative task under laboratory conditions and completed the TEIQue-ASF (Trait Emotional Intelligence Questionnaire-Adolescent Short Form), which is used to measure global trait EI. The correlational analysis of the results indicated a positive relationship between EI and learners’ L2 oral performance as measured in terms of complexity, accuracy, and fluency. Those with higher degree of emotional intelligence were able to produce more accurate and complex language. The relationship between EI and fluency measures, however, did not reach significance. Findings of this study point to the importance of focusing on learners’ emotions and finding strategies to foster it.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).