Emotional Intelligence & Language Learning-Free-Samples for Students

Question: Make a Critical Review on the Subject Emotional Intelligence. Answer: The aim of the following paper is to make a critical review of a particular journal article on the subject emotional intelligence. Thus, in the following, the paper would first give a brief about the main contents of a chosen article and thereafter would make a literature review by critically assessing the article contents. The article that has been chosen for the aforementioned purpose is The Relationship between Emotional Intelligence and Language Learning Strategy Use by Meysam Zafari and Reza Biria. The considered article has focused on determining the potential influence of the aspect of emotional intelligence on the choices of learning strategies. In order to acquire relevant as well as adequate amount of data to identify the potential impact of emotional intelligence, the research article has pursued a random survey on 100 Iranian student of EFL, who belong to the average age of 24.4 years (Zafari Biria, 2014). The results, which has been occupied by the survey is indicative of the fact that the aspect of emotional intelligence is a potentially correlated at the initial level of language learning strategies. Most importantly, as per the article findings, emotionally intelligent students are more efficient in using the language learning strategies than those who have less emotional intelligence. In order to occupy the aforementioned finding, it has been found out that the article used several instruments for conducting the test, such as The Persian Version of Bar-On Emotional Quotient Inventory, Oxford placement test and The Strategy Inventory for Language Learning (Zafari Biria, 2014). The result has given the final indication that strategies, which are cognitive, metacognitive as well as compensation based are used more and in a systematic manner by the emotionally intelligent students. In this context, it is necessary to mention that emotional intelligence is a determining factor for acquiring the ability to be encouraged as well as to regulate mood of human individuals (Rouhani, 2013). According to the Romanian education system, most of the time teaching learning systems does not properly acknowledge the emotional dimension factor of the students personality and therefore applies inappropriate teaching strategies upon the students (Rokni et al., 2014). The article has attempted to highlight the fact that emotional intelligence helps students to learn fast and more progressively and such perception is a fact worth admitting. It is because emotional intelligence helps students in having emotional awareness, self-control as well as emotional regulation (Sheldon et al., 2014). Moreover, emotional intelligence enhances the level of empathy, which helps the students in getting an in-depth insight about audio as well as visual contents (Hen Goroshit, 2014). The tests co nducted upon the ESL students have successfully implied the fact that learning strategies have been more efficiently by those students who has adequate amount of emotional intelligence that those who have less. It has been found out that the considered article has established the fact that there is a firm relationship between the emotional intelligence and language learning strategies. The research has brought out the fact that emotionally intelligent students use cognitive, metacognitive and social and compensation strategies. In this context, it is required to be mention that the article has rightly focused on the chief language learning strategies and has established a correlation between the chief learning strategies like cognitive and metacognitive learning strategies (Mega et al., 2014). Thus, it can be contemplated that the article has provided a potential contribution by enlightening the fact that emotional intelligence is one of the chief determining factors for the accomplishment of metacognitive as well as cognitive and social strategies of learning. On the other hand, the article has also advised at the final stage of the article that it should be one of the mandatory duties of the curriculum developers to give the students the opportunity to grow emotional intelligence and successfully accomplish varied learning strategies. Such advice is relevant as per the reason that most of the time educational institutes face the issue with the educators or the curriculum developers who forgets about the fact that without enough amount of emotional intelligence, it is not easy for the students to apply the learning procedures flexibly. However, the most significant recommendation made by the article is that, unlike the aspect of general intelligence, emotional intelligence is a factor that can be learned as well as developed. It is hence indicative of the fact that, learning contents as well as the strategies should be effective enough in helping students to grow their emotional intelligence as well as acquiring relevant knowledge. Thus, it can be finally contemplated that the article has a handful of relevant contents and recommendations, which can fruitfully help educators or teachers in future to help their students in progress in a more fruitful way. References Hen, M., Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities.Journal of learning disabilities,47(2), 116-124. Mega, C., Ronconi, L., De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.Journal of Educational Psychology,106(1), 121. Rokni, S. J. A., Hamidi, H., Gorgani, T. (2014). Investigating the relationship between emotional intelligence and language achievement: A case of TEFL and Non-TEFL university students.International Journal of language learning and applied linguistics world,5(3), 117-127. Rouhani, A. (2013). An investigation into emotional intelligence, foreign language anxiety and empathy through a cognitive-affective course in an EFL context.Linguistik online,34(2). Sheldon, O. J., Dunning, D., Ames, D. R. (2014). Emotionally unskilled, unaware, and uninterested in learning more: Reactions to feedback about deficits in emotional intelligence.Journal of Applied Psychology,99(1), 125. Zafari, M., Biria, R. (2014). The relationship between emotional intelligence and language learning strategy use.Procedia-Social and Behavioral Sciences,98, 1966-1974.