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

Keywords: emotional intelligence, metacognition, strategies, metacognitive reading strategies, EFL learners

Abstract

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.

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Published
2020-06-30
How to Cite
Aliasin, S. H., & Abbasi, S. (2020). The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use. Journal of Language and Education, 6(2), 31-43. https://doi.org/10.17323/jle.2020.9730