Abstract

As the concept of emotional intelligence (EI) is constructed, research findings indicate that EI has a significant impact on foreign language success. Recently, more attention has been drawn on the predicative power of EI on various dimensions of foreign language success, namely, reading, listening, speaking and writing. Since there is few research involving the relationship between reading achievement and EI, the purpose of this study is: (1) to see whether there is a correlation between EI and EFL learners’ reading comprehension achievement; (2) to see whether there is a correlation between reading achievement and each subsets of EI (well-being, self-control, emotionality, and sociability).The participants of this study is composed of 40 students studying in Jinghengyi Honors College, Hangzhou Normal University. To examine the relationship between EI and reading, a reading comprehension test (30 items) and the TEIQue-ASF (Trait Emotional Intelligence Questionnaire-Adolescent Short Form) was delivered to participants. After carefully data collection and analysis, results indicate that high-EI participants also have higher scores of reading comprehension test, which show a positive relationship between EI and reading achievement. Furthermore, the correlations between reading scores and various dimensions of EI, namely well-being, sociability, and self-control are also significant. The results also have some practical implications for EFL educators and EFL students.

Key words: emotional intelligence; reading achievement; EFL

Contents

Abstract

摘  要

1.-Introduction-1

1.1.-Research context-1

1.2.-Significance of the study-1

2.-Literature Review-2

2.1.-Emotional Intelligence-2

2.2.-EFL and Emotional Intelligence-3

2.3.-Reading comprehension and Emotional Intelligence-3

3.-Research question-4

4.-Method-4

4.1.-Participants-4

4.2.-Procedures-5

4.2.1.-Data Collection-5

4.2.2.-Statistical Processing-5

4.3.-Instruments-5

4.3.1.-Reading-ability test (see Appendix 1)-5

4.3.2.-Trait EI Questionnaire-Adolescent Short Form (see Appendix 2)-6

5.-Results and discussion-6

6.-Discussions-9

7.-Implication-10

8.-Limitations-11

9.-Conclusion-12

10.-References-13

11.-Appendix-16

11.1.-Appendix 1: A summary of reading comprehension tests-16

11.2.-Appendix 2: TEIQue-ASF (Chinese Version)-16