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Mahmoodi, Mohammad Hadi, Mohammadi, Vahid, Tofighi, Somaye. (1398). Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning. سامانه مدیریت نشریات علمی, 8(1), 303-331. doi: 10.22054/ilt.2020.46938.430
Mohammad Hadi Mahmoodi; Vahid Mohammadi; Somaye Tofighi. "Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning". سامانه مدیریت نشریات علمی, 8, 1, 1398, 303-331. doi: 10.22054/ilt.2020.46938.430
Mahmoodi, Mohammad Hadi, Mohammadi, Vahid, Tofighi, Somaye. (1398). 'Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning', سامانه مدیریت نشریات علمی, 8(1), pp. 303-331. doi: 10.22054/ilt.2020.46938.430
Mahmoodi, Mohammad Hadi, Mohammadi, Vahid, Tofighi, Somaye. Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning. سامانه مدیریت نشریات علمی, 1398; 8(1): 303-331. doi: 10.22054/ilt.2020.46938.430

Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning

Issues in Language Teaching
مقاله 11، دوره 8، شماره 1، شهریور 2019، صفحه 303-331    اصل مقاله (327.68 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2020.46938.430
نویسندگان
Mohammad Hadi Mahmoodi* 1؛ Vahid Mohammadi2؛ Somaye Tofighi3
1Assistant Professor, Applied Linguistics, Bu-Ali Sina University, Hamedan, iran
2Applied Linguistics, Allameh Tabatabai'i University, Tehran, Iran
3Applied Linguistics, Bu-Ali Sina University, Hamedan, Iran
چکیده
This study set out to provide empirical evidence on the relationship between EFL teachers' emotional intelligence, reflectivity, and autonomy, and their students' L2 performance. The participants of this study included 88 EFL teachers who taught English at different private English teaching institutes and their students (N = 1266). First, the teachers completed three validated questionnaires: Emotional Quotient Inventory (Bar-On, 1997), Teacher Reflectivity Questionnaire (Akbari, Behzadpour & Dadvand, 2010), and Teacher Work-Autonomy Scale (Friedman, 1999). Then, their learners’ scores on their final English proficiency exams were collected as indication of their L2 performance. The results of the study revealed that there was significant positive relationship between teachers' reflectivity, emotional intelligence and autonomy, on the one hand, and their students' L2 performance, on the other. The results of multiple regression analysis showed that from among the variables of this study, reflectivity was the stronger predictor of the learners' L2 performance. In addition, the findings indicated that EFL teachers' educational degree and gender significantly affect their levels of emotional intelligence and reflectivity. The findings of this study offer evidence to substantiate teachers’ emotional intelligence, reflectivity, and autonomy as important variables in L2 teaching and confirm their instructional nature.
کلیدواژه‌ها
Emotional intelligence؛ reflective teaching؛ autonomy؛ L2 learning
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