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A research study on university EFL students emotional intelligence levels and their language learning achievements in English

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  1. Tez No: 795503
  2. Yazar: GİZEM ARSLAN
  3. Danışmanlar: PROF. DR. MEHMET ALİ YAVUZ
  4. Tez Türü: Yüksek Lisans
  5. Konular: İngiliz Dili ve Edebiyatı, English Language and Literature
  6. Anahtar Kelimeler: Emotional intelligence, language learning achievement, university EFL students
  7. Yıl: 2018
  8. Dil: İngilizce
  9. Üniversite: Uluslararası Kıbrıs Üniversitesi
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 77

Özet

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Özet (Çeviri)

Now, emotional intelligence has basically essential role on every aspect of life. Many scientists and researchers have accepted that emotional intelligence is more important than IQ. Because, intelligence quotient (IQ) is a good indicator for cognitive ability, however, success and happiness in life base on many other elements such as ability to build relatinship with people, to understand one's own emotions and to respond to others' needs. Thus, these all elements depend on emotional quotient (EQ). The main objectives of the this study are: a) to sort out general picture of university EFL students' emotional intelligence levels and their language learning achievement in English; b) to examine whether there is a difference of gender on university EFL students' emotional intelligence levels and their language learning achievements in English; c) to explore whether there is a difference of fields of study as physical sciences and social sciences on university EFL students' emotional intelligence levels and their language learning achievements in English; and d) to examine whether there is a difference of Turkish and non-Turkish university EFL speakers' emotional intelligence levels and their language learning achievements in English. The study was conducted with 99 university EFL students at Cyprus International University and Cyprus Social Sciences University. The data related to emotional intelligence were acquired through the Emotional Quotient Inventory (EQ-I) and the students' points from level exam from Cyprus International University, midterm and final examinations, and portfolio scores, and other extra points they received in the term from Cyprus Social Sciences University were used as the data concerning their language learning achievement in English. Moreover, the data were analyzed quantitatively. Analysis of them shows that there is no significant difference between university EFL students' emotional intelligence levels and their language learning achievement in English. As far as it is found out, there is no significant difference between university EFL students' emotional intelligence levels and their language learning achievement in English according to gender, fields of study (Physical Sciences and Social Sciences) and whether they are Turkish and non-Turkish speakers. iii In general, the findings of this study assures an insight into the differences of Emotional Intelligence levels on language learning achievement. Thus, EFL teachers can benefit from the results of this study by determining the appropriateness or favorability of drawing comparisons to their students' Emotional Intelligence levels on their language learning process. Because Emotional Intelligence level can promote and make a contribution to facilitate the language learning process.

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