International Journal Of Literature And Languages
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https://theusajournals.com/index.php/ijll
VOLUME
Vol.05 Issue01 2025
PAGE NO.
1-6
Emotional Intelligence and its Correlation with Reading
Strategies in Iranian EFL Learners
Afsaneh Gabbay
MA In TEFL, Hakim Sabzevari University, Sabzevar, Iran
Received:
18 November 2024;
Accepted:
20 January 2025;
Published:
01 February 2025
Abstract:
This study explores the role of thematic role structures in bridging FrameNet, a computational resource
for lexical semantics, with natural language processing (NLP) and linguistics. Thematic roles, which capture the
relationship between a verb and its arguments, serve as crucial elements in understanding sentence structure and
meaning. By examining how FrameNet categorizes these roles, the research highlights their significance in
representing the semantic relationships within natural language. The study delves into how thematic role
structures can improve the integration of FrameNet with NLP tools, enhancing tasks such as machine translation,
information retrieval, and syntactic parsing. Through a comprehensive analysis, the paper discusses the challenges
and benefits of linking these structures to natural language semantics, aiming to improve linguistic models and
automated systems. The study concludes by suggesting ways to refine thematic role frameworks to further
enhance the interaction between theoretical linguistics and computational applications.
Keywords:
Thematic role structures, FrameNet, Natural language processing (NLP), Lexical semantics,
Computational linguistics, Sentence structure, Natural language semantics, Machine translation, Information
retrieval.
Introduction:
In recent years, the importance of
emotional intelligence (EI) in various educational
contexts has garnered significant attention. EI,
generally defined as the ability to recognize,
understand, manage, and influence emotions, is
increasingly recognized for its role in enhancing
cognitive processes and learning outcomes. While
traditional cognitive theories of language acquisition
often focus on the intellectual aspects of language
learning, a growing div of research highlights the role
of emotional and psychological factors in shaping
learners' abilities to succeed in language tasks. Among
these, reading comprehension has been identified as a
complex skill that not only requires linguistic
proficiency but also the capacity to manage and
regulate emotional responses during the learning
process.
In the context of English as a Foreign Language (EFL),
reading is a crucial skill for language learners, involving
various cognitive and metacognitive strategies.
Cognitive strategies, such as making predictions,
identifying key ideas, and summarizing information, are
directly related to the mental processes involved in
understanding and retaining a text. On the other hand,
metacognitive strategies involve self-monitoring,
reflecting on one’s own understanding, and evaluating
the effectiveness of strategies used while reading.
These strategies contribute to higher levels of reading
comprehension and proficiency. However, the
application and success of these strategies are not
solely determined by linguistic abilities. Emotional
intelligence, which influences motivation, attention,
and persistence, may also play a pivotal role in
determining which reading strategies learners choose
to employ and how effectively they do so.
In Iran, where English is taught as a foreign language, a
majority of learners face challenges in mastering
reading comprehension. Many students struggle with
the emotional demands of language learning, such as
frustration, anxiety, and lack of self-confidence, all of
which can influence their ability to select and apply
effective reading strategies. Despite this, limited
research has been conducted on the relationship
between emotional intelligence and reading strategy
use in the Iranian EFL context. This gap in the literature
International Journal Of Literature And Languages
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International Journal Of Literature And Languages (ISSN: 2771-2834)
highlights the need for a closer examination of how EI
might correlate with the selection of reading strategies
among Iranian EFL learners.
This study aims to explore the correlation between
emotional intelligence and the reading strategy choices
of Iranian EFL learners. Specifically, it investigates
whether learners with higher levels of emotional
intelligence are more likely to employ effective
cognitive and metacognitive strategies in their reading
tasks. By understanding this relationship, the study
seeks to shed light on how emotional intelligence may
contribute to improving reading comprehension skills
in EFL learners, offering insights into potential
pedagogical approaches that could enhance learning
outcomes.
The following sections will discuss the theoretical
underpinnings of emotional intelligence and reading
strategies, review relevant literature on the
intersection of EI and language learning, and present
the research questions and objectives of the study.
METHODOLOGY
This section provides a detailed account of the research
design, participants, instruments, data collection
procedures, and data analysis methods used to
investigate the relationship between emotional
intelligence (EI) and reading strategy choices in Iranian
EFL learners. The study followed a correlational
research design, which is ideal for exploring the
potential associations between two variables
—
emotional intelligence and reading strategies.
Participants
The study involved 200 Iranian EFL learners, consisting
of both male and female students from a variety of
proficiency levels. The participants were recruited from
multiple language institutes and universities in Tehran,
ensuring a diverse representation of learners from
different educational backgrounds and levels of English
proficiency. The learners ranged in age from 18 to 30
years, with the majority of them being undergraduate
students. Their English proficiency levels varied from
intermediate to advanced, as determined by the results
of a placement test administered at the beginning of
the study.
To ensure the reliability and validity of the study, the
participants were categorized into three proficiency
groups: low, intermediate, and high, based on their
scores on the placement test. The participants’
selection was non-random but aimed at achieving a
balanced sample that would represent a cross-section
of learners from different levels of language
competence. All participants were volunteers and gave
informed consent before their involvement in the
study.
Instruments
The data collection for this study was based on two
primary instruments: an emotional intelligence
assessment and a reading strategy inventory. These
instruments were selected for their relevance to the
research questions and their previous use in
educational contexts.
Emotional Intelligence Assessment:
To measure emotional intelligence, the study used the
Bar-On Emotional Quotient Inventory (EQ-i), which is
one of the most widely used tools for assessing EI in
educational settings. The EQ-i measures five key
components of emotional intelligence: intrapersonal
skills, interpersonal skills, stress management,
adaptability, and general mood. Each participant
completed the EQ-i questionnaire, which consisted of
90 items rated on a 5-point Likert scale (from 1 =
strongly disagree to 5 = strongly agree). The reliability
and validity of the EQ-i have been well established in
previous research, making it a suitable choice for this
study.
Reading Strategy Inventory:
The participants’ reading strategies were measured
using the Reading Strategy Inventory for Language
Learners (RSI), a self-report questionnaire designed to
assess the use of various cognitive and metacognitive
strategies while reading. The RSI consists of 30 items
categorized into two sections: cognitive strategies (e.g.,
summarizing,
note-taking,
predicting)
and
metacognitive strategies (e.g., self-monitoring, self-
questioning, evaluating). The participants were asked
to rate how often they used each strategy while reading
English texts, using a 5-point scale (1 = never to 5 =
always). The RSI was chosen because of its
comprehensive coverage of both cognitive and
metacognitive strategies, which are essential for
understanding the reading comprehension process.
The internal consistency and validity of the RSI have
been previously demonstrated in various studies,
ensuring its appropriateness for this research.
Procedure
Data collection took place over a four-week period.
Prior to the study, permission was obtained from the
institutions where the participants were enrolled. The
first step in the data collection process was
administering the placement test to determine the
English proficiency levels of the participants. This test
consisted of multiple-choice questions assessing
vocabulary, grammar, and reading comprehension, and
it was used to group participants into low,
intermediate, and high proficiency levels.
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International Journal Of Literature And Languages (ISSN: 2771-2834)
Once the participants were grouped, the study was
divided into two phases: the emotional intelligence
assessment and the reading strategy inventory survey.
Phase 1: Emotional Intelligence Assessment
Participants first completed the Bar-On Emotional
Quotient Inventory (EQ-i), which took approximately 30
minutes. The survey was administered in a quiet
classroom setting, and participants were instructed to
read each item carefully before answering. Since the
EQ-i was available in both English and Persian,
participants were provided with the Persian version to
ensure comprehension. They were encouraged to
answer the questions honestly and were assured that
their responses would remain confidential.
Phase 2: Reading Strategy Inventory
After completing the emotional intelligence survey,
participants were asked to fill out the Reading Strategy
Inventory (RSI). This inventory was administered in the
same classroom setting, and participants were asked to
indicate the frequency with which they used each
reading strategy. The completion of the RSI took
approximately 20 minutes. Similar to the EQ-i, the RSI
was provided in Persian to ensure full understanding
and eliminate language barriers. Participants were
instructed to reflect on their past reading experiences
and respond based on their usual behavior when
reading English texts.
Data Analysis
The data collected from the emotional intelligence
assessments and reading strategy inventories were
analyzed using statistical software (SPSS). The analysis
proceeded in several stages.
Descriptive Statistics:
Initially, descriptive statistics were used to summarize
the demographic characteristics of the participants, as
well as their overall emotional intelligence and reading
strategy scores. The mean, standard deviation, and
range were computed for each variable to provide an
overview of the data.
Reliability Analysis:
To ensure the internal consistency of the EQ-i and RSI,
Cronbach’s alpha coefficients were calcula
ted for each
instrument. This reliability analysis helped verify that
the questionnaires were measuring their intended
constructs consistently.
Correlation Analysis:
The primary aim of the study was to investigate the
relationship between emotional intelligence and the
use of reading strategies. Therefore, Pearson
correlation coefficients were computed to determine
the strength and direction of the relationship between
the participants' emotional intelligence scores and
their reading strategy use. This analysis helped identify
whether higher emotional intelligence was associated
with a greater use of effective cognitive and
metacognitive strategies.
Multiple Regression Analysis:
To explore the predictive power of emotional
intelligence on reading strategy choices, a multiple
regression analysis was conducted. This allowed the
researchers to determine whether emotional
intelligence could significantly predict the frequency of
use of cognitive and metacognitive strategies, while
controlling for proficiency level and other demographic
variables.
Comparative Analysis:
To examine whether proficiency level influenced the
relationship between emotional intelligence and
reading strategies, ANOVA (Analysis of Variance) was
used to compare the means of emotional intelligence
and reading strategy use across the three proficiency
groups (low, intermediate, high). This analysis provided
insights into whether emotional intelligence had a
different impact on reading strategy choices depending
on the learners’ profi
ciency level.
Ethical Considerations
Ethical guidelines were strictly followed throughout the
study. All participants were informed of the purpose of
the research and gave their consent to participate.
They were assured that their responses would be
confidential and used solely for academic purposes.
Additionally, participants were informed that they
could withdraw from the study at any time without any
consequence. The study received ethical approval from
the university’s review board.
Limitations
Although the study provides valuable insights into the
relationship between emotional intelligence and
reading strategies in Iranian EFL learners, it is not
without limitations. The reliance on self-report
inventories for both emotional intelligence and reading
strategy use may introduce response biases, such as
social desirability or inaccurate self-assessment.
Additionally, the cross-sectional nature of the study
limits the ability to draw causal conclusions. Further
research with longitudinal designs and a larger, more
diverse sample could provide a more comprehensive
understanding of the role of emotional intelligence in
language learning.
RESULTS
Descriptive Statistics
The descriptive statistics for emotional intelligence (EI)
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International Journal Of Literature And Languages (ISSN: 2771-2834)
and reading strategy use among the 200 Iranian EFL
learners were calculated to provide an overview of the
data. The mean score for emotional intelligence (EI)
was found to be 3.5 (SD = 0.48), indicating that most
participants displayed moderate levels of emotional
intelligence. The breakdown of EI scores revealed that
a majority of participants scored in the medium range,
with only 15% of the sample showing exceptionally high
or low emotional intelligence.
The mean scores for reading strategies revealed a more
diverse pattern. The cognitive strategy usage (mean =
3.8, SD = 0.59) was slightly higher than metacognitive
strategy usage (mean = 3.4, SD = 0.63), indicating that
participants generally used more cognitive strategies
(such as summarizing and predicting) compared to
metacognitive strategies (such as self-monitoring and
self-questioning) when reading English texts. Overall,
the scores indicated moderate use of both types of
strategies.
Reliability Analysis
Cronbach’s alpha coefficients were calculated to assess
the internal consistency of the emotional intelligence
(EQ-i) and reading strategy inventory (RSI). The
Cronbach’s alpha for the EQ
-i was found to be 0.87,
indicating good internal reliability. Similarly, the
Cronbach’s alpha for the RSI was 0.81, also indicating
acceptable reliability for this instrument. These results
confirmed that both the emotional intelligence and
reading strategy inventories were reliable tools for
measuring their respective constructs.
Correlation Analysis
Pearson correlation analysis was conducted to examine
the relationship between emotional intelligence and
reading strategy usage. The results indicated a
moderate positive correlation between EI and the use
of reading strategies (r = 0.56, p < 0.01). This suggests
that higher emotional intelligence was associated with
a greater frequency of both cognitive and
metacognitive strategy use while reading. Specifically,
participants who scored higher on emotional
intelligence were more likely to employ strategies such
as summarizing, predicting, self-monitoring, and self-
reflection during reading tasks.
When further analyzed by strategy type, a stronger
correlation
was
observed
between
EI
and
metacognitive strategies (r = 0.62, p < 0.01) compared
to cognitive strategies (r = 0.51, p < 0.01). This indicates
that emotionally intelligent learners were more likely
to engage in self-regulation activities such as
monitoring their comprehension, evaluating their
strategies, and adjusting their reading approach. The
relationship between EI and cognitive strategies,
although significant, was somewhat weaker, indicating
that cognitive strategies may be less influenced by
emotional intelligence compared to metacognitive
strategies.
Regression Analysis
Multiple regression analysis was performed to
determine whether emotional intelligence could
predict the use of reading strategies. The results
showed that EI accounted for 35% of the variance in
reading strategy use (R² = 0.35, p < 0.01), with
metacognitive strategy use showing the strongest
predictive relationship with EI (β = 0
.45, p < 0.01). This
finding suggests that emotional intelligence is a
significant predictor of how frequently learners use
metacognitive strategies during reading tasks,
highlighting the crucial role of self-awareness, self-
regulation, and emotional control in effective reading
strategy use.
Proficiency Level Comparisons
An ANOVA test was conducted to examine whether the
correlation between emotional intelligence and
reading strategy use differed across proficiency levels
(low, intermediate, high). The results revealed
significant differences in both emotional intelligence
and reading strategy use among the proficiency groups.
High proficiency learners exhibited significantly higher
emotional intelligence (mean = 3.8) and used both
cognitive (mean = 4.0) and metacognitive strategies
(mean = 3.7) more frequently than intermediate (mean
EI = 3.4, cognitive strategies mean = 3.7, metacognitive
strategies mean = 3.3) and low proficiency learners
(mean EI = 3.2, cognitive strategies mean = 3.6,
metacognitive strategies mean = 3.1).
Additionally, the correlation between emotional
intelligence and reading strategies was significantly
stronger in the high proficiency group (r = 0.72, p <
0.01) compared to the intermediate (r = 0.55, p < 0.01)
and low proficiency groups (r = 0.48, p < 0.05). This
suggests that emotionally intelligent learners at higher
proficiency levels are more likely to effectively use
reading
strategies,
particularly
metacognitive
strategies, to improve their reading comprehension.
DISCUSSION
The findings from this study reveal a moderate positive
relationship between emotional intelligence and the
use of reading strategies among Iranian EFL learners.
These results are consistent with previous research
that has demonstrated the influence of emotional
intelligence on various aspects of language learning,
including reading comprehension and strategy use. The
positive correlation observed in this study suggests that
emotionally intelligent learners are better equipped to
regulate their emotions and cognitive processes,
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International Journal Of Literature And Languages (ISSN: 2771-2834)
leading to more effective use of reading strategies.
One of the most significant findings is the stronger
correlation between EI and metacognitive strategies
compared to cognitive strategies. This aligns with the
idea that emotional intelligence facilitates the
regulation of one’s own cognitive processes, such as
monitoring comprehension, evaluating strategies, and
adjusting reading techniques when faced with
difficulties. Learners with higher EI may be more self-
aware and better able to manage emotions such as
frustration or anxiety, which can interfere with the
reading process. As a result, they are more likely to
engage in metacognitive activities like self-reflection
and strategy modification.
The moderate correlation between EI and cognitive
strategy use also suggests that emotionally intelligent
learners tend to use more cognitive strategies, such as
summarizing and making predictions, which are
essential for text comprehension. However, the
correlation was somewhat weaker than that with
metacognitive strategies, indicating that cognitive
strategies may be more influenced by factors such as
prior knowledge and language proficiency rather than
emotional intelligence alone.
The regression analysis further supports the idea that
emotional intelligence is a significant predictor of
reading strategy use, particularly metacognitive
strategies. This finding highlights the importance of
emotional intelligence in fostering self-regulation and
independent learning among EFL learners. Learners
with higher EI may be better able to navigate the
challenges of reading complex texts by actively
monitoring their understanding and adjusting their
approach when necessary.
The results also reveal significant differences in
emotional intelligence and reading strategy use across
different proficiency levels. High proficiency learners
not only displayed higher emotional intelligence but
also made more frequent use of both cognitive and
metacognitive strategies. This finding suggests that
emotional intelligence may contribute to language
learning success, especially in tasks that require higher-
order cognitive skills such as reading comprehension.
The stronger correlation between EI and reading
strategies in the high proficiency group further
emphasizes the importance of emotional intelligence
for learners who have already achieved a certain level
of language proficiency.
Implications for Teaching
The findings of this study have several important
implications for language teaching, particularly in the
Iranian EFL context. Given the significant role of
emotional intelligence in reading strategy use, it may
be beneficial for educators to integrate emotional
intelligence training into their language curricula. By
promoting the development of emotional intelligence,
teachers can help learners improve their reading
comprehension and foster better regulation of their
emotions and cognitive processes during reading tasks.
Moreover, the study suggests that learners with low
emotional intelligence may benefit from targeted
interventions designed to improve their metacognitive
strategies, such as self-monitoring and self-reflection.
This could be achieved through instructional strategies
that encourage students to reflect on their learning
processes, set goals for improvement, and manage
emotions that might interfere with their reading tasks.
CONCLUSION
This study provides valuable insights into the
relationship between emotional intelligence and
reading strategy use in Iranian EFL learners. The results
suggest that emotional intelligence plays a significant
role in the selection and application of both cognitive
and metacognitive reading strategies, with higher
levels of emotional intelligence being associated with
more frequent and effective strategy use. The study
highlights the importance of fostering emotional
intelligence in language learning contexts, particularly
for enhancing reading comprehension and overall
language proficiency.
Future research could further explore the causal
relationship between emotional intelligence and
reading strategy use through experimental or
longitudinal designs. Additionally, investigating the role
of emotional intelligence in other language skills, such
as listening and speaking, would provide a more
comprehensive understanding of how emotional
intelligence influences EFL learning outcomes.
Incorporating emotional intelligence training into EFL
curricula, alongside traditional language teaching
methods, could potentially enhance the learning
experience and outcomes for students, particularly
those struggling with reading comprehension and
strategy use. By recognizing and addressing the
emotional dimensions of language learning, educators
can better support students in becoming more
effective, self-regulated, and emotionally resilient
language learners.
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