This document summarizes a presentation on a study that examined the relationship between emotional intelligence, foreign language listening anxiety, and listening comprehension performance among Iranian English language learners. The study found: 1) Positive relationships between emotional intelligence and listening comprehension, and between emotional intelligence and foreign language listening anxiety. 2) A negative relationship between foreign language listening anxiety and listening comprehension. 3) Certain aspects of emotional intelligence, such as problem solving and stress tolerance, predicted listening comprehension performance, while other aspects, like empathy and optimism, predicted foreign language listening anxiety.

1. Listening Comprehension Performance Viewed
in the Light of Emotional Intelligence and
Foreign Language Listening Anxiety
Presenter：Adam Wang
Adviser：Dr. Pi-Ying Teresa Hsu
Date：March 31, 2014
1

2. Citation
• Valizadeh M. R., & Alavinia P. (2013).
Listening Comprehension Performance
Viewed in the Light of Emotional Intelligence
and Foreign Language Listening Anxiety.
English Language Teaching, 6 (12), 11-26.
2

3. Contents
• Introduction
• Literature Review
• Methodology
• Results & Conclusion
• Critiques & Suggestion
3

4. Definition of Terms
• EQ-I = Emotional Quotient Inventory
• EI = Emotional Intelligence
• FLLA = Foreign Language Listening Anxiety
4

5. Introduction
• Background of the study
• Purpose of the study
• Research questions
5

6. Background of the study
• Now a pervasive catch term and a highly
popular concept which has outlived most
of its late-twentieth-century rivaling
counterparts.
6
Emotional
Intelligence
(EI)

7. Background of the study
• Viewed as “an array of non-cognitive capabilities,
competencies, and skills that influence one’s
ability to succeed in coping with environmental
demands and pressures”
(Bar-On, 1997, p. 14)
7

8. Background of the study
• emotional intelligence has now turned to a
panacea for a vast variety of setbacks
plaguing different aspects of people's
occupational, academic, and social lives.
8

9. Purpose of the study
• To probe in the potential relationship
between emotional intelligence, foreign
language listening anxiety (FLLA), and
listening comprehension performance of
Iranian EFL learners
9

10. Research questions
Q1
Is there any relationship between
Iranian EFL learners’ emotional
intelligence and their listening
comprehension performance?
Q2
Is there any relationship between
Iranian EFL learners’ foreign
language listening anxiety and
their listening comprehension
performance?
Q3
Is there any relationship between
Iranian EFL learners’ emotional
intelligence and their foreign
language listening anxiety?
Q4
Does emotional intelligence
predict the listening
comprehension performance of
Iranian EFL learners?
Q5
Does emotional intelligence
predict the foreign language
listening anxiety of Iranian EFL
learners?
Q6
Does foreign language listening
anxiety predict the listening
comprehension performance of
Iranian EFL learners?
10

11. Literature Review
11

12. Emotional Intelligence
• The researcher claimed that the pivotal role
of emotional intelligence in bringing about
augmented academic performance.
(Evenson, 2007)
12

13. Emotional Intelligence
• Rouhani (2008) found that emotional
intelligence of learners, their anxiety and
empathy were positively affected by
instruction through the researcher’s devised
course.
(Rouhani, 2008)
13

14. Emotional Intelligence
• The researcher showed a significant
correlation between participants’ listening
performance and their emotional intelligence
(Badakhshan, 2008)
14

15. Emotional Intelligence
• Salami found that emotional intelligence can
act as one of the major predictors of
individuals’ attitudes as well as their behavior.
(Salami, 2010)
15

16. Methodology
• Participants
• Instruments
• Procedure
• Measurement
16

17. Participants
160 students
From 3 different
Universities18-27 years old
17

18. Instruments
• Emotional quotient inventory (EQ-i)
a self-report measure of emotional and
socially intelligent behavior, which was first
developed by Bar-On (1997)
133 items
18

19. Instruments
• Foreign Language Listening Anxiety Scale
as a measurement of foreign language
listening anxiety
20 items
19

20. Procedure
I
• Homogenization of the participants
through TOFEL
II
• Bar-On’s EQ-I questionnaire 30-40
minutes
III
• FLLAS 10minutes
20

21. Measurement
Pearson Correlation
Research Question 1
Research Question 2
Research Question 3
Multiple Regression
Analysis
Research Question 4
Research Question 5
Research Question 5
21

22. Results
Q1
• Is there any relationship between
Iranian EFL learners’ emotional
intelligence and their listening
comprehension performance?
22

23. Results
There was a strong, direct, and positive relationship (r = .59)
between the participants’ listening comprehension and their
total emotional intelligence scores. 23

24. Results
Q2
Is there any relationship between
Iranian EFL learners’ foreign
language listening anxiety and their
listening comprehension performance?
24

25. Results
There was a strong, indirect, and negative relationship (r
= .58) between the listening comprehension of participants
and their foreign language listening anxiety. 25

26. Results
Q3
Is there any relationship between
Iranian EFL learners’ emotional
intelligence and their foreign
language listening anxiety?
26

27. Results
a strong, indirect, and negative relationship (r = -0.69) is
found to hold between foreign language listening anxiety of
participants and their total EQ scores. 27

28. Results
Q4
Does emotional intelligence predict
the listening comprehension
performance of Iranian EFL learners?
28

29. Results
subcategories of emotional intelligence had
statistically significant (p < .05) impact on
the listening comprehension of the
participants
Problem solving
Independence
Stress Tolrance
Self-Actualization
Impulse Control
Empathy
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30. Results
Q5
Does emotional intelligence predict
the foreign language listening anxiety
of Iranian EFL learners?
30

31. Results
Problem solving
Happiness
Self-Actualization
Impulse Control
Empathy
Assertiveness
Optimism
subcategories of emotional intelligence had
statistically significant (p < .05) impact on
the foreign language listening anxiety of the
participants
31

32. Results
Q6
Does foreign language listening
anxiety predict the listening
comprehension performance of
Iranian EFL learners?
32

33. Results
The standardized coefficient value for FLLA (B =
-0.59) is statistically significant (p < .05), FLLA
has influenced listening comprehension
performance of participants. 33

34. Conclusion
The current study dealt with the possible
role of emotional intelligence and anxiety as
the potential internal and external factors
influencing the process of listening
comprehension.
It was postulated that while emotional
intelligence is likely to affect listening
process in a positive way, anxiety
might thwart the normal listening
performance in learners.
34

35. Critiques & Suggestion
Lack of literature about the variable
“FLLAS” and “listening comprehension
performance”
The researcher should increase more
information about these two variables.
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36. 36