The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension

Abstract

The purpose of this study was twofold: (1) to see whether it is possible to enhance emotional intelligence (henceforth, EI) through prepared literature response activities based on Goleman's framework, and (2) to see whether there is any relationship between EI and EFL learners’ reading comprehension achievement. The participants of the study consisted of 63 students studying Interchange 2 course in a language center in Iran. To make sure of the initial comparability of the two groups, a reading comprehension test of 30 items and the TEIQue-ASF (Trait Emotional Intelligence Questionnaire-Adolescent Short Form, which is used to measure global trait EI) was administered prior to the experiment. Then, some pieces of literary work including short stories with highly emotional content were given to the students of experimental group with the express purpose of inducing them to talk about their emotions and raising their emotional intelligence. Results indicated that the participants in the experimental group showed greater achievement in reading comprehension and they scored higher on our EI test than students who were taught under the ordinary approaches that did not place any emphasis on the emotional content or words. The results also have some implications for EFL teachers and practitioners.

Keywords:

• emotional intelligence
• literature response activities
• reading comprehension
• reading
• EFL
• language achievement