EFL Learners' L2 Achievement and Its Relationship with Cognitive Intelligence, Emotional Intelligence, Learning Styles, and Language Learning Strategies

Autor/inn/en	Taheri, Hamideh; Sadighi, Firooz; Bagheri, Mohammad Sadegh; Bavali, Mohammad
Titel	EFL Learners' L2 Achievement and Its Relationship with Cognitive Intelligence, Emotional Intelligence, Learning Styles, and Language Learning Strategies
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1655882 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taheri, Hamideh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1655882
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Intelligence; Cognitive Ability; Emotional Intelligence; Cognitive Style; Language Acquisition; Learning Strategies; Language Proficiency; Intelligence Tests; Measures (Individuals); Language Tests; Intelligence Quotient; Problem Solving; Interpersonal Relationship; Curriculum Development; Iran; Raven Progressive Matrices; Learning Style Inventory; Strategy Inventory for Language Learning; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Intelligenz; Klugheit; Denkfähigkeit; Emotionale Intelligenz; Cognitive styles; Kognitiver Stil; Sprachaneignung; Spracherwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language skill; Language skills; Sprachkompetenz; Intelligence test; Intelligenztest; Messdaten; Language test; Sprachtest; Intelligenzquotient; Problemlösen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The purpose of this study is threefold: firstly, to explore the relationship between EFL learners' cognitive intelligence, emotional intelligence, and language learning achievement, secondly, to find out the relationship between EFL learners' language learning styles and strategies and their L2 achievement, and thirdly, to uncover the relationship between EFL learners' emotional and cognitive intelligence and their use of learning styles and strategies. To this end, 188 Iranian EFL learners completed five different instruments, namely Raven's Progressive Matrices, Bar-On Emotional Quotient Inventory, Kolb's Learning Style Inventory, Strategy Inventory for Language Learning, and Final Test of English as a Foreign Language. The results of our study demonstrated that foreign language achievement was significantly correlated with IQ, three subdomains of EQ (interpersonal relationship, optimism, and problem-solving), and three learning strategies (cognitive, compensation, and social). Likewise, the findings manifested that emotional intelligence was significantly correlated with language learning strategies and learning styles. This study holds significant implications for curriculum developers, language policymakers, and educators to afford learners with critical learning opportunities to enhance their learning skills. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01