Reciprocal Teaching and Emotional Intelligence: A Study of Iranian EFL Learners' Reading Comprehension

Autor/inn/en	Izadi, Mehri; Nowrouzi, Hossein
Titel	Reciprocal Teaching and Emotional Intelligence: A Study of Iranian EFL Learners' Reading Comprehension
Quelle	In: Reading Matrix: An International Online Journal, 16 (2016) 1, S.133-147 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Teaching Methods; Emotional Intelligence; Reciprocal Teaching; English (Second Language); Second Language Learning; Second Language Instruction; Reading Strategies; Reading Instruction; Correlation; Role; Pretests Posttests; Reading Tests; Questionnaires; Foreign Countries; Language Tests; Undergraduate Students; Student Attitudes; Likert Scales; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Emotionale Intelligenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Korrelation; Rollen; Lesetest; Fragebogen; Ausland; Language test; Sprachtest; Schülerverhalten; Likert-Skala; Language tests; Englisch
Abstract	The present study aimed at exploring the effect of reciprocal reading strategies instruction on reading comprehension of EFL learners. Emotional intelligence, another variable of interest, was assessed to indicate whether it plays a role in learners' comprehension. In a pre- and post-test study, forty-two learners went through a reciprocal reading strategy instruction. High and low level readers' performances at two levels of emotional intelligence, high and low, were compared. Results of data analysis showed that (i) all learners outperformed in their post-test performances except low level readers in high emotional intelligent group, (ii) reciprocal instruction significantly improved learners' reading comprehension, and (iii) emotional intelligence did not reveal meaningful correlation with reciprocal strategy instruction as far as learners' reading comprehension was concerned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01