The Relationship between EI and Writing Improvement of Iranian EFL Students at MA Level

Hamta Ghasemi, Fatemeh Behjat, Ali Asghar Kargar


The present study was conducted to investigate the relationship between Emotional Intelligence and Writing skill in MA students. To fulfill the purpose of the study, 50 post graduate EFL students took part in this study. The investigation was done through using an EI questionnaire and two tests of writing, one before and another after the instruction. To analyze the data, paired sample t-test and Two-Way ANOVA were used. To check the correlation, Pearson product-moment correlation coefficient was run. The findings, furthermore, showed that the connection is straight. That is, with teaching learners how to write, argue and defend points, students become motivated to use information include in emotion to make efficient decisions. By the same token, believing that they are capable to manage emotions and handle relationship, learners show more persistence in their writing.Based on the analysis, there were no significant differences between female and male learners’ writing achievements and their emotional managements,both female and male learners with low, mid and high emotional understanding and management advanced their writing performances in writing instruction course to the same level.

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