Exploring the Predicting Role of Emotional Intelligence (EQ) in Reading Comprehension Proficiency among Iranian EFL Learners

The present study scrutinized the probable significant correlation between Iranian language learners’ emotional intelligence (EQ) and reading proficiency.  Moreover, the significant predicting role of the participants’ EQ for their reading comprehension proficiency was investigated. To this end, ۱۹۶ Iranian B.A. English language teaching students at Islamic Azad university of Neyshabur attended the study. They formed unequal proportion of gender. The study followed a quantitative descriptive design, in which the significant correlation between the variables and the significant predicting role of EQ were investigated. As the normality of data was proved through Kolmogrow-smirnow test, the parametric statistical analyses, including descriptive statistics, Pearson correlation coefficient, independent sample T-test, and linear regression analyses were employed.  The data collection instruments were an ETS TOEFL reading comprehension test and Bar On’s (۱۹۹۷) inventory of emotional quotient. The findings demonstrated significant positive correlation coefficients between the participants’ reading proficiency and overall EQ as well as most of its subcategories. Three highest positive significant correlation coefficients were seen among the participants’ reading proficiency level, happiness, problem-solving, and emotional self-awareness successively. The results of linear regression analysis also reflected that EQ significantly predicted the participants’ reading proficiency. No significant differences were found between the genders concerning EQ. The findings laid emphasis on the influential importance of psychological non-linguistic factors in improving linguistic competence of language learners. Language teachers should be acutely conscious of the highly influential role of psychological paradigms in boosting language learning process of language learners.

Keywords:

emotional intelligence , language proficiency , non-linguistic factors , reading proficiency , emotional intelligence , language proficiency , non-linguistic factors , reading proficiency