The Relationship between Emotional Intelligence and the Choice of Reading Strategies of Iranian EFL Learners

Abstract The major aim of this study was to determine the relationship between Iranian EFL learners’ emotional intelligence and their choice of reading strategies. To this end, a total of 126 participants were chosen from female intermediate and advanced EFL learners of Kish Language Institute in Mashhad and MA students at Hakim Sabzevari University majoring in TEFL in Sabzevar, Iran. A series of instruments were used to obtain the related data including the Michigan Test of English Language Proficiency (MTELP, 1979), Bar-On Emotional Intelligence Questionnaire (Bar-On EQ-i, 1997) and Strategy Inventory for Language Learning (SILL, 1990). Both structured reading strategy and EI interviews were conducted to gain more insights on learners’ use of strategies, reading habits, and their emotional capabilities. It was found that there was a positive significant correlation between total EI and the frequency of strategies used by Iranian EFL learners. Total EI also correlated significantly with the English language proficiency of learners. Subsequent data analysis via regression revealed that total EI is the significant predictor of metacognitive and affective strategies. The results of the interviews were also used to support and complement the results obtained through the quantitative instruments.

Emotional intelligence, Iranian EFL learners, Reading strategies