The present study aims at finding whether Emotional Intelligence (EI) affects second language speaking proficiency. Participants of this study were 30 EFL learners in Kish and Poursina institutes. Results show a moderate positive relation between speaking proficiency and EI.
The present study aims at finding whether Emotional Intelligence (EI) affects second language speaking proficiency. Participants of this study were 30 EFL learners in Kish and Poursina institutes. Results show a moderate positive relation between speaking proficiency and EI.
The present study aims at finding whether Emotional Intelligence (EI) affects second language speaking proficiency. Participants of this study were 30 EFL learners in Kish and Poursina institutes. Results show a moderate positive relation between speaking proficiency and EI.
A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. JAVAD AHMADI
Allameh Tabataba'i University, Iran.
Accepted: 19 MAY, 2014. -------------------------------------------------------------------------------------------------------------------------------
ABSTRACT
he present study aims at finding whether Emotional Intelligence (EI) affects second language speaking proficiency. Participants of this study were 30 EFL learners in Kish and Poursina institutes. For data analysis, correlation and regression methodologies were employed and the result shows a moderate positive relation between speaking proficiency and EI. Among the subcategories of EI, Intrapersonal skill tends to have a weak negative relation with speaking proficiency. However, the Interpersonal skill shows a great positive relation with speaking proficiency and other components of EI show negligible relations.
PROJOURNAL OF HUMANITIES AND SOCIAL SCIENCE (PHSS) ISSN: 2328-6199 VOL. 2(2), pp. 71-83, MARCH 2014 REF NUMBER: 1320140501 ONLINE: http://www.projournals.org/PHSS T KEYWORDS:
Emotional intelligence, speaking proficiency, language achievement, EFL context. A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 2 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) INTRODUCTION For some learners, attending a second language learning class is such an offensive and even horrifying task. As time passes-by, they keep looking at their watches to know when the class will be off. Some other language learners, on the other hand, have such a sense of flow and involvement that they lose track of time when they are in a language learning class. In addition, the rate of learning a second language and its level of difficulty differs enormously in second language learners. Variations in learning a second language are a result from many factors among the most important of which are language attitude, linguistic intelligence, emotional intelligence, personality type and motivation. Among all these, emotional intelligence is one of the most influential. As Daniel Goleman [6] held, emotional intelligence is a mixture of five components: a) knowing ones emotions b) managing ones emotions c) motivating oneself d) recognizing emotions in others e) handling relationships. Later, he reformulated his first five dimensional definition of EI and separated it into twenty- five emotional competencies, among them are self-confidence, service orientation, achievement drive, consciousness and political awareness [6]. Not until 1990s that EI became fashionable, seven different types of intelligence were suggested by Howard Gardner (1983). These were consisted of linguistic, logical, musical, bodily-kinesthetic, special, interpersonal and intrapersonal intelligences. Gardner [4] as well as Mayer, Perkins, Caruso and Salovey [10] recognized that interpersonal and intrapersonal intelligences, known as personal intelligence, dealing with the ability to control one's life and using exact self-understanding of emotions and abilities, are comparable to Goldmans [5] emotional intelligence. In second language learning, the effect of EI has not been well studied yet. Therefore in the research agenda, incorporating the effect of EI in order to measure the learners individual differences is of great interest [12]. Many studies have recently been conducted on the effect of EI on academic success in education [1]. However in an EFL context, like Iran, where students do not have contact with English language outside the classrooms, very few studies have been conducted to discover the concept of EI.
PURPOSE OF THE STUDY The purpose of this study was to examine the relationship between emotional intelligence and speaking proficiency of a few Iranian language students studying English as a foreign language in Kish and Poursina language institutes in Tehran. HYPOTHESIS OF THE STUDY Emotional intelligence is positively associated with speaking proficiency of language learners. SIGNIFICANCE OF THE STUDY This study was conducted with 30 Iranian language learners studying English in Kish and Poursina language institutes. Due to EFL context of Iran, the contact of these students with English outside the class room is limited. When a students emotional intelligence is addressed, academic achievement of the student increases and interpersonal relationships improves [5]. Understanding the findings of this study helps language teachers to take emotional intelligence of their students serious. This may result in improvement of the speaking ability of their students.
A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 3 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) LITERATURE REVIEW Before introducing the topic of Emotional intelligence, it is necessary to know a little bit about intelligence and emotions separately. Generally speaking, the intelligence was determined by IQ level but this definition changed by Howard Gardners researches over the matter of multiple intelligence which shed light on the diversity of intelligences. In Gardners Multiple Intelligence theory, interpersonal and intrapersonal intelligences have great tendencies to be associated with EI. As Gardner [4] stated: Interpersonal intelligence is the ability to understand others, how they feel, what motivates them, how they interact with one another, which is strong in salespeople, politicians, and teachers and Intrapersonal intelligence is the ability to understand ones own intentions, dispositions, motivations, strengths, and weaknesses and to use this information to effectively regulate ones intellectual, emotional, and social behavior. (As cited in Tavakoli [13].) Emotions simply are about what we touch but this procedure isn't just by our fingers, and it isnt through our noses and ears. Emotions are what we touch with our minds and imaginations; these emotions move and motivate us. Emotion, move, and motivation have the same root which called emovare, which means to move in Greek language. Emotions are also one of our reasons for involving in activities. [14]. Joining emotions to the concept of intelligence, Mayer and Salovey [10] coined a new term which is EI (Emotional Intelligence) and it later was defined and elaborated by Goleman. This new-born conjunction attracted the attention of many researchers in the fields of psychology, sociology, and pedagogy. Through its emergence, different definitions have been propounded and attributed to it. According to Dr. Rob Yeung [15] definition, In one sentence, emotional intelligence is the ability to identify, understand, and manage moods and feelings, in both ourselves and other people.(p.3). Matthews, Zeidner, & Roberts [8] stated that, EI refers to the competence to identify and express emotions, understand emotions, assimilate emotions in thought, and regulate both positive and negative emotions in the self and in others. (p. 3). The origin of emotional intelligence has been attributed to various sources but for the first time emotional intelligence appeared in a German article entitled Emotional intelligence and Emancipation, published by Leuner in 1966. This article is related to those women who reject their social roles because they are faced with lower degree of emotional intelligence. Leuner believed that these women had less emotional intelligence due to their lack of relation with their mothers in the early ages of their life. In another unpublished treatise in English language which is written by Payne in 1986, the term emotional intelligence is used but he has never been mentioned as pioneer of EI maybe because his effort never became widespread due to limitations of treatise [16]. It has been proven that the first scientific article which is published in peer- reviewed journal is related to Jack Mayer and Peter Salovey. Another researcher who made a great contribution to the matter of EI is Reuven Bar- On, who used the concept EQ instead of EI. Like Payne, Bar-on works were in his unpublished doctoral dissertation. The other researcher who has clearly been the most influential in bringing this concept to the widespread use is Daniel Goleman, a journalist in New York Times, who worked on many issues which is related to brain and emotion. By reading different articles, he became interested in the issue of EI which has recently been coined by Mayer and Salovey. Goleman includes qualities such as optimism, self-control, and moral character as part of intelligence. Normally, such qualities are seen as reflecting components of personality, not ability [16] The question that who is the key figure in EI field seems unanswerable because great authors and researchers have made their contribution to the development of EI. Today, the question is not around the origin of the EI but questions arise when new theories emerge about measurability of EI. Although measuring A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 4 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) Emotional Intelligence is not easier than measuring any other human qualities, three measurement systems have been conducted; one of these systems is Emotional Quotient Inventory of Israeli psychologist Reuven Bar-On which includes 133 questions. There is a concise model of it which consist of 88 questions. The EQ-I divides Emotional Intelligence into five components, each assessed by a different sub-scale (as cited in Karaman [7]):
Intrapersonal intelligence (self- awareness, self-esteem and assertiveness) Interpersonal intelligence (empathy, social responsibility and social awareness) Adaptability (problem-solving, reality testing and flexibility) Stress management (stress tolerance and impulse control) General mood (happiness and optimism) The second way of measurement is ECI 360 (Emotional Competence Inventory) conducted by Goleman and Boyatzis which is based on Goleman theories. The ECI 360 consists of a seventy-two-question questionnaire that measures personal and social competencies. This measurement model tries to measure the key competencies that contribute to performance in the workplace. These competencies originally were twenty five but later they became eighteen [14]. The other way of measurement was done by the ones seeming the first researchers who paved the way of research in the field of EI and its subcategories. The Mayer, Salovey, and Caruso Emotional Intelligence Test, known as the MSCEIT is designed to yield an overall emotional intelligence score as well as subscale scores for perception, facilitation, understanding, and management. By gathering all the data from these measurement models, researchers at first tried to discover the potentiality of human beings, then they try to find drawbacks and weak points in order to make human beings more successful in different areas of their life. One of the most important parts of life is ones educational period. To be successful in school and in life, mastering academic subjects is not sufficient. Students must deal with their emotions and feelings. In order to be successful in academic life, students need to understand and control their emotions. As a matter of fact, emotions in academic situation play a major role and it makes us pay the most attention to it and its subcategories. In dealing with emotions, we have to bring EI to focus which has significant relation with academic success of students. Specifically, learning a second language in educational system always has been an important and crucial topic which needs more attention and care. Recently, great researchers focused their attention on the relation between academic achievement and EI; studies by Fahim and Pishghadam [2] performed on 508 university students has shown close relation between academic success and some subsets of EQ like intrapersonal, stress management, and general mood competencies. Studies on EI nowadays deal specifically with FLA skills like Reading, Listening, Writing and Speaking. Motallebzadeh [11] conducted a research on 250 Azad university students in Iran which shows relation between EI and Reading comprehension.
A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 5 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) METHODOLOGY PARTICIPANTS For conducting this research, 30 students were randomly selected from two different institutes (Kish and Poursina institutes). These students consist of 22 males and 8 females whose proficiency level is upper- intermediate. These students were all native speaker of Farsi who took English language as a Foreign language. They also varied in age from 16 to 28. INSTRUMENTS In the present study, adapted version of Bar-On Emotional Quotient Inventory was used which consists of 88 questions. This adapted version was conducted by Acar (2001) because of cross-cultural difference in the Cronbach alpha reliability coefficient estimated by Acar was 92.12 %(as cited in Karaman,2012) .The items in the inventory are in 5 point-Likert scale which follow textual response ranging from (5) Strongly Agree, (4) Agree, (3) Undecided, (2) Disagree, (1) Strongly Disagree. Evaluation of emotional quotient (EQ) is based on the sum of the scores from 1 to 5. However 33 items out of 88 are mentioned reversely, so the researcher has to calculate the scores reversely. The results of the data will be divided into subcategories of EQ which are Interpersonal (29 items), Intrapersonal (18 items), Stress Management (13 items), Adaptability(15 items) and General Mood (12items); in order to determine the score of each subcategory, one must multiply 5 to the number of items which are related to specific item. 87 items are related to subcategories of EQ and 1 item related to respondents own evaluation of their response. In this study, Pearson correlation was used to analyze data and mean of every subcategory was calculated in order to increase validity and reliability. DATA COLLECTION PROCEDURE In order to collect empirical data, the study employed a quantitative research method procedure that also included descriptive methodology. Data were collected after the fall semester in 2013. The respondents were asked to respond to the items in 40 minutes. Their speaking proficiency had been assessed by their teachers. Then results collected from questionnaires were compared with their speaking scores gathered during the term.
A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 6 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) RESULTS Data in these tables are based on raw scores because it was unnecessary to convert data to standard score. Analysis of the obtained data from participants indicates a series of descriptive statistics regarding the speaking proficiency and Emotional Intelligence. These descriptive statistics is presented in Tables 1 to 3.
Table 1: Descriptive Statistics for EI of the Participants N Min Max Mean SD EI 30 300 393 348.1 25.09 Interpersonal 30 46 89 75.33 9.71 Intrapersonal 30 98 143 121.9 11.62 Stress Management 30 32 62 47.4 7.27 Adaptability 30 34 70 56.63 8.80 General Mood 30 33 57 46.63 5.39
Table 2: Descriptive Statistics for speaking proficiency of the Participants N Min Max Mean SD Speaking Proficiency 30 58 100 79 11.22
Table 3: Correlation between EI and speaking proficiency of the Participants Pearson correlation EI-Speaking proficiency 0.38 Interpersonal-Speaking proficiency 0.62 Intrapersonal-Speaking proficiency -0.21 Stress Management-Speaking proficiency 0.17 Adaptability-Speaking proficiency 0.19 General Mood-Speaking proficiency 0.1
A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 8 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) DISCUSSION The hypothesis, testing the positive relationship between EI and Speaking proficiency, is supported. Students with high level of emotional intelligence, have greater speaking proficiency. According to data in table 3, there is a positive correlation between EI and speaking proficiency (0.38). Among EI subcategories, the correlation between Interpersonal component and Speaking Proficiency is significant (0.62); Stress Management, Adaptability, and General Mood correlate negligibly with Speaking Proficiency and there is non-significant negative correlation between Intrapersonal skill and Speaking Proficiency (-.21). CONCLUSION
It is generally agreed that EQ has recently attracted psychologist's attention around the world. After Gardner's outstanding theory, multiple intelligences, has flourished, almost all psychologists were apt to embark on it. Among them Daniel Goleman had great tendency toward EQ. He encounters EQ as a major factor of success in his books. Therefore, educators who are always seeking factors in success have decided to pave the way to success through EQ. Moreover, this concept has close relationship with education. It can be concluded from the result that those who have strong interpersonal intelligence own good understanding and interaction with other people. They are individuals who are skilled at assessing their emotions, motivations, desires and intentions. This fact affects their ability in speaking skills in second language. Indeed, a positive and close relation between EQ and second language proficiency can be drawn out according to the result shown above. On the other hand, intrapersonal intelligence, being good at being aware of ones own emotional states, feelings and motivations tends to have a weak negative relation with speaking proficiency. LIMITATION AND DELIMITATION
This study was primarily limited by its small sample size. Besides, participants could have been more distributed across gender, age and level of proficiency. Next, if the participants were given a standardized test such as First Certificate in English (FCE), it would have produced more validity. Due to the fact that writing as well as speaking is a reciprocal skill, another possible improvement to the study could have been including writing skill in this research. REFERENCES [1.] Elias, M., Arnold, H., Hussey, C. (2003). EQ + IQ = best leadership practices for caring and successful school. California:Corwin press. [2.] Fahim, M., & Pishghadam, R. (2007). On the role of emotional, psychometric, and verbal intelligences in the academic achievement of university students majoring in English language. Asian EFL Journal, 9(4), 240- 253. [3.] Gardner. (1983). Frames of mind. New York: Basic Books. [4.] Gardner, H. (1993). Intelligence and intelligences: Universal principles and individual differences. Archives de psychologie, 61, 169-172. [5.] Goleman, D. (1995). Emotional intelligence. New York: Bantam. A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 9 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) [6.] Goleman, D. (1998). Working with emotional intelligence. New York: Bantam. [7.] Karaman, E. (2012). Turkish Undergraduate Students Emotional Intelligence and Their Performance on English Language Test (Doctoral dissertation, Eastern Mediterranean University (EMU).
[8.] Matthews, G., Zeidner, M., & Roberts, R. D. (2004). Emotional intelligence: Science and myth. Cambridge, Massachusetts: The MIT Press.
[9.] Mayer, J. D., Perkins, D. M., Caruso, D. R., & Salovey, P. (2001). Emotional intelligence and giftedness. Roeper Review, 23, 131-137.
[10.] Mayer, J. D., Salovey, P., & Caruso, D. R. (2004):" Emotional Intelligence: Theory, Findings, and Implications". Psychological inquiry, 15(3), 197-215. DOI: 10.1207/s15327965pli1503_02. [11.] Motallebzadeh, K. (2009). The relationship between the emotional intelligence of Iranian EFL learners and their reading comprehension and structural ability. Journal of Teaching English as a Foreign Language and Literature, 1(4), 39- 55. [12.] Rodriguez Prieto, J.P. (2010). Emotional intelligence, motivational orientations, and motivational learning effort and achievement in Spanish as a foreign language. Selected proceedings of the 12 th Hispanic linguistic symposium. ED. Claudia Borgonovo et al., 284-297. [13.] Tavakoli, H. (2012). A Dictionary of Language Acquisition: A Comprehensive Overview of Key Terms in First and Second Language Acquisition. Tehran:Rahnama Press. [14] Terrell, J. B., Hughes, M., & Patterson, L. B. (2005). Emotional intelligence in action. San Francisco: Pfeiffer, 3. [15.] Yeung, R. (2009). Emotional intelligence: The new rules. London: Marshall Cavendish. [16.] Zeidner, M., Matthews, G., & Roberts, R. D. (2009). What we know about emotional intelligence: How it affects learning, work, relationships, and our mental health. MIT Press.
APPENDIX: EMOTIONAL INTELLIGENCE INVENTORY Part 1: Background Information
Instructions: Put (X) and fill in the blank where necessary. 1. Nationality: TRNC ( ) TR ( ) other ( ) please specify.............. 2. Sex: Male ( ) Female ( ) 3. Age: 17-20 ( ) 21-24 ( ) 25 and above ( )
Part 2: Emotional Intelligence Inventory
Using the alternatives (A, B, C, D, and E) below, decide how much you " agree" or "disagree" with each statement and mark your choices on the optical answer sheet. A) Strongly Agree = 5 B) Agree = 4 A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 10 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) C) Undecided = 3 D) Disagree = 2 E) Strongly Disagree = 1
LIST OF ITEMS
5. My strategy to deal with difficulties is going step by step. 6. It is easy for me to show my emotions. 7. I cannot stand too much stress. 8. I can easily stop daydreaming and connect to reality. 9. Although there are some problems from time to time, I usually believe that everything is going to be fine. 10. It is hard for me to encounter unpleasant events. 11. I can tell someone that I do not agree with him/her. 12. When I feel sad, I know what causes these feelings. 13. Others think that I am unpretentious. 14. Most of the time I am sure of myself. 15. I am a peevish person. 16. I am not aware of the things around me. 17. I cannot easily share my inner feelings with others. 18. When I consider my good and bad habits, I feel happy. 19. I try to make my life meaningful. 20. I cannot express my love. 21. I do not exactly know the things I am good at. 22. I can quit my old habits. 23. I try to learn the things I like as much as I can. 24. I can tell people when I get angry with them. 25. I am not sure about what I would like to do in life. 26. I prefer to work at a place where I am often reminded of my responsibilities. 27. When I am solving a problem, I search every possibility, and then decide on the best one. 28. I am a follower rather than a leader. 29. Although people do not directly express their feelings, I can understand them very well. 30. I am happy with my physical appearance. 31. I can easily share my ideas with people. 32. I like doing things that appeal to me. 33. I am an impatient person. 34. I take care of not hurting other people's feelings. 35. Even though the things get complicated, I have motivation to keep on. 36. I have good relations with others. 37. When I encounter an unpleasant situation, I would like to collect information as much as I can. 38. I enjoy helping people. 39. I have achieved just a few things in the last couple of years. 40. It is hard to control my rage. 41. I do not enjoy my life. 42. It is hard to define my emotions. 43.1 cannot protect my rights. 44.1 am a very joyful person. A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 11 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) 45. My acts without thinking cause problems. 46. People think that I am a social person. 47. It is crucial to be a citizen who obeys the rules. 48. I find it difficult to accept myself as I am. 49. Even If I had to be somewhere else I would help a crying child to find his/ her parents. 50. My friends can share their special things with me. 51. I can't decide on my own. 52. I respect other people. 53. I care what happens to other people. 54. It is difficult for me to change my opinion about some things. 55. I am generally stuck when I try to find different solutions to problems. 56. I try to see everything as it is without fantasies and dreaming 57. I know what I feel. 58. It is fun to be with me. 59. I like the type of my personality. 60. I indulged in my dreams and fantasies. 61. My close relationships are very important for me and my friends. 62. It is difficult for me to start new things. 63. If I had to I would break the law. 64. I am worried. 65. It is easy for me to adapt myself to new conditions. 66. I can easily make friends. 67. I know how to cope with annoying problems. 68. When I work with others, I trust their ideas more than mine. 69. I feel bad too often. 70. I don't stop easily when I start to speak. 71. I don't get on well with people around. 72. I know how to keep calm under difficult circumstances. 73. I appreciate myself. 74. I am told to lower my voice while having an argument. 75. I can't change my style easily. 76. I am happy with my life. 77. I need people more than people need me. 78. I love weekends and holidays. 79. I can cope with stress without getting annoyed. 80. I believe that I will overcome very hard situations. 81. I don't notice suffering people. 82. I usually hope for the best. 83. It is hard for other people to trust me. 84. I know that it is difficult to control my anxiety. 85. I easily notice the emotional needs of others. 86. I love exaggerating. 87. I find it hard to smile. 88. I face my negative feelings and look through them at the proper time. 89. I usually feel that I will fail before I start doing new things. 90. I find it hard to say no when I don't want to do anything. A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. 1320140501
Page 12 PRO JOURNALS [PHSS] - A QUANTITATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND IRANIAN EFL LEARNERS SPEAKING PROFICIENCY. By Javad Ahmadi ProJournal of Humanities and Social Science (PHSS) 91. The first thing I do is to think when I face a problem. 92. I sincerely decided how much I agreed or disagreed with each of the above statements.