The Interplay between EQ and Metacognitive Reading Strategies Pertaining to Reading Comprehension in an Iranian EFL Setting

Individual differences among the learners in general and language learning in particular have been observed and studied all through the history of learning. A major finding in the research to explore differences has been reported to be the learners’ intelligence quotient. Studies on Emotional Intelligence (EQ) as one of the sub-branches of Multiple Intelligence theory have been outstanding especially for language learners. Despite many research in the area, there seems to be pressing need to conduct research on emotional intelligence and other constructs affecting language learning like the learners’ Metacognition. This research study intends to explore the impact of EQ and metacognitive knowledge of reading strategies as well as their interaction on reading comprehension in an EFL setting in Iran. The participants of the study are 45 female undergraduate junior students majoring in Teaching English Language students from Salman University of Kazerun.A standard IELTS reading comprehension test was administered first followed by the Bar-On’s EQ-I and Metacognitive Awareness of Reading Strategies Inventory (MARSI). The findings indicated that A) a higher EQ can promote performance in the reading comprehension and B) a higher metacognitive reading awareness promote performance in the reading comprehension and C) the interaction between EQ and metacognitive reading awareness might be able to predict the success or failure of the prospective language learners in advance.

Keywords:

Emotional quotient (EQ) , Metacognitive Awareness of Reading Strategies Inventory (MARSI) , Reading-comprehension proficiency