20140331 presntation

Listening Comprehension Performance Viewed

in the Light of Emotional Intelligence and

Foreign Language Listening Anxiety

Presenter：Adam Wang Adviser：Dr. Pi-Ying Teresa HsuDate：March 31, 2014

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Citation• Valizadeh M. R., & Alavinia P. (2013).

Listening Comprehension Performance

Viewed in the Light of Emotional Intelligence

and Foreign Language Listening Anxiety.

English Language Teaching, 6 (12), 11-26.

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Contents• Introduction

• Literature Review

• Methodology

• Results & Conclusion

• Critiques & Suggestion

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Definition of Terms

• EQ-I = Emotional Quotient Inventory

• EI = Emotional Intelligence

• FLLA = Foreign Language Listening Anxiety

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Introduction

• Background of the study

• Purpose of the study

• Research questions

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Background of the study

• Now a pervasive catch term and a highly

popular concept which has outlived most

of its late-twentieth-century rivaling

counterparts.

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Emotional

Intelligence

(EI)


• Viewed as “an array of non-cognitive capabilities,

competencies, and skills that influence one’s

ability to succeed in coping with environmental

demands and pressures”

(Bar-On, 1997, p. 14)

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• emotional intelligence has now turned to a

panacea for a vast variety of setbacks

plaguing different aspects of people's

occupational, academic, and social lives.

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Purpose of the study

• To probe in the potential relationship

between emotional intelligence, foreign

language listening anxiety (FLLA), and

listening comprehension performance of

Iranian EFL learners

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Research questions

Q1

Is there any relationship between

Iranian EFL learners’ emotional

intelligence and their listening

comprehension performance?

Q2


Iranian EFL learners’ foreign

language listening anxiety and

their listening comprehension

performance?

Q3



intelligence and their foreign

language listening anxiety?

Q4

Does emotional intelligence

predict the listening

comprehension performance of

Iranian EFL learners?

Q5

Does emotional intelligence

predict the foreign language

listening anxiety of Iranian EFL

learners?

Q6

Does foreign language listening

anxiety predict the listening



10

Literature Review

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Emotional Intelligence

• The researcher claimed that the pivotal role of emotional intelligence in bringing about augmented academic performance.

(Evenson, 2007)

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• Rouhani (2008) found that emotional intelligence of learners, their anxiety and empathy were positively affected by instruction through the researcher’s devised course.

(Rouhani, 2008)

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• The researcher showed a significant correlation between participants’ listening performance and their emotional intelligence

(Badakhshan, 2008)

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• Salami found that emotional intelligence can act as one of the major predictors of individuals’ attitudes as well as their behavior.

(Salami, 2010)

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Methodology

• Participants

• Instruments

• Procedure

• Measurement

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Participants

160 students

From 3 different

Universities18-27 years old

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Instruments

• Emotional quotient inventory (EQ-i)

a self-report measure of emotional and

socially intelligent behavior, which was first

developed by Bar-On (1997)

133 items18

Instruments

• Foreign Language Listening Anxiety Scale

as a measurement of foreign language

listening anxiety

20 items19

Procedure

I

• Homogenization of the participants through TOFEL

II

• Bar-On’s EQ-I questionnaire 30-40 minutes

III• FLLAS 10minutes

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Measurement

Pearson Correlation

Research Question 1

Research Question 2

Research Question 3

Multiple Regression Analysis

Research Question 4

Research Question 5

Research Question 5

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Results

Q1

• Is there any relationship between


intelligence and their listening

comprehension performance?

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Results

There was a strong, direct, and positive relationship (r = .59)

between the participants’ listening comprehension and their

total emotional intelligence scores. 23

Results

Q2


Iranian EFL learners’ foreign

language listening anxiety and their

listening comprehension performance?

24

Results

There was a strong, indirect, and negative relationship (r

= .58) between the listening comprehension of participants

and their foreign language listening anxiety.25

Results

Q3



intelligence and their foreign

language listening anxiety?

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Results

a strong, indirect, and negative relationship (r = -0.69) is

found to hold between foreign language listening anxiety of

participants and their total EQ scores.27

Results

Q4

Does emotional intelligence predict

the listening comprehension

performance of Iranian EFL learners?

28

Results

subcategories of emotional intelligence had

statistically significant (p < .05) impact on

the listening comprehension of the

participants

Problem solving

Independence

Stress Tolrance

Self-Actualization

Impulse Control

Empathy

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Results

Q5

Does emotional intelligence predict

the foreign language listening anxiety

of Iranian EFL learners?

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ResultsProblem solving

Happiness

Self-Actualization

Impulse Control

Empathy

Assertiveness

Optimism

subcategories of emotional intelligence had

statistically significant (p < .05) impact on

the foreign language listening anxiety of the

participants

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Results

Q6

Does foreign language listening

anxiety predict the listening



32

Results

The standardized coefficient value for FLLA (B =

-0.59) is statistically significant (p < .05), FLLA

has influenced listening comprehension

performance of participants.33

Conclusion

The current study dealt with the possible

role of emotional intelligence and anxiety as

the potential internal and external factors

influencing the process of listening

comprehension.

It was postulated that while emotional

intelligence is likely to affect listening

process in a positive way, anxiety

might thwart the normal listening

performance in learners.

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Critiques & SuggestionLack of literature about the variable

“FLLAS” and “listening comprehension

performance”

The researcher should increase more

information about these two variables.

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20140331 presntation

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