What effect EQ has on Language Achievement: An Iranian EFL-based Study

Previous studies have widely acknowledged the contribution of EQ and its dimensions on the language achievement of students; however, the association between the two variables has been varied in different contexts. This study investigated the correlation between EQ and language achievement of Iranian EFL students, and the extent to which EQ components predicted their language achievement. All undergraduate EFL Iranian students (n=138), from three different Iranian universities were invited through census sampling technique to participate in the study. General English questions (adapted from university entrance exam) and the Persian validated version of SSEIT were employed to collect data on LA and EQ respectively. SPSS statistics software was used to analyse the data. A total of 103 students, aged 18 to 27, returned the questionnaires. Findings revealed that a significant correlation exists between EFL learners’ EQ and their LA, EQ explains 6.7% of variability of students’ LA, and that none of the subscales of the EQ has a linear relationship with LA. Given the positive correlation between EQ and LA, educational policy-makers and education providers are recommended to focus on these factors through the development of teaching materials and methods that can leverage students and teachers’ emotions in the learning environment.

کلیدواژه ها:

EFL Learners ، Emotional Quotient ، EQ subscales ، Iran ، Language Achievement.