Emotional Intelligence and Cognitive-Affective Reading-Based Courses: The Case of Reading Open-Ended Stories

| February 4, 2014 | 0 Comments

Volume 7-1 February 2011.

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Title

Emotional Intelligence and Cognitive-Affective Reading-Based Courses: The Case of Reading Open-Ended Stories

Authors

Bahareh Khazaeenezhad,

Sheikhbahaee University, Isfahan-Iran

Mohammad Reza Talebinezhad

Sheikhbahaee University, Isfahan-Iran

 

Bio Data

Bahareh Khazaeenezhad M.A. in TEFL with honors from Sheikhbahaee University, Baharestan, Iran. She is currently a full-time faculty member at Sheikhbahaee University and has been teaching English courses at the University of Isfahan. She has published some papers on TEFL and lectured at national and international ELT conferences. Her areas of interests are the use of literature in second language learning, language learning strategies, test development and the roles of cognition and affection in language acquisition.

Mohammad Reza Talebinezhad Ph.D. in Applied Linguistics from Sheffield, U. K. 

He has taught English at various levels of ability for all age groups for more than 30 years. He has published numerous papers on TEFL and linguistics, authored eight books on ESP and TEFL and lectured in national and international ELT and linguistics conferences. He is currently an associate professor at Sheikhbahaee University in Isfahan-Iran. My main areas of interest include third language vocabulary acquisition, metadiscourse and discourse in literary translation.

Abstract

This study presents a preliminary step towards approaching a cognitive-affective course or, in Forgas’ (2001) terms, an affect into thought infusion course, which focuses on reading open-ended stories. By relying on the course in which open-ended stories were used as materials to provide the basis for the broad objectives of the study, attempts were made to investigate the impact of a cognitive affective course on learners’ emotional intelligence. The studies in the literature empirically support the positive relationship between emotional intelligence on the one hand, and academic success, second language performance and language learning strategy use, on the other. This study was based on an experimental research strategy with a pre-test post-test control group design. Eighty intermediate EFL students studying English at Iran Language Institute (ILI) with the age range of 13-15, participated in this study. The participants’ emotional intelligence was measured by Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) before and after a ten-week interval. Meanwhile, the participants in the experimental group were provided with open-ended stories where they were asked to empathize with characters, predict the ending of the story to reflect their own choice and feeling and also connect the themes of the stories to their own experiences. The results of covariance analyses (ANCOVA) indicated that using open-ended stories in the cognitive-affective reading-based course helped the participants improve their emotional intelligence. Also, this study provided the empirical evidence for the therapeutic role of the cognitive-affective reading-based course in which open-ended stories were used.

Keywords: Emotional intelligence, Cognitive-affective course, Reading-based course,  Open-ended stories

Category: 2011