A Qualitative Exploration of Emotional Intelligence in English as Foreign Language Learning and Teaching: Evidence from Iraq and the Czech Republic

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F22%3A50019094" target="_blank" >RIV/62690094:18450/22:50019094 - isvavai.cz</a>

Result on the web

<a href="https://are.ui.ac.ir/article_26487.html" target="_blank" >https://are.ui.ac.ir/article_26487.html</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.22108/ARE.2022.132551.1850" target="_blank" >10.22108/ARE.2022.132551.1850</a>

Result language

angličtina

Original language name

A Qualitative Exploration of Emotional Intelligence in English as Foreign Language Learning and Teaching: Evidence from Iraq and the Czech Republic

Original language description

This study endeavored to discuss certain aspects of Emotional Intelligence (EI) that are related to foreign language (FL) teaching and learning in two different contexts (Iraq and the Czech Republic). It outlined the areas that could be important for FL teachers and may be useful in FL learning. The countries of Iraq and the Czech Republic are culturally different, but in both of them, English is considered as the foreign language. This cross-cultural study attempted to unravel the current status and extent of the presence of EI in English as foreign language university classes of these two countries. Two samples, each including 20 EFL university teachers, were chosen as the participants. The participants responded to a close-ended questionnaire and participated in an interview. Textual data were content analyzed manually, and frequency and percentage were also reported. The findings revealed that there were dissimilarities in how EI was applied in the two geographical contexts. While the majority of Iraqi teachers considered EI an important element of online teaching and class management, the majority of Czech teachers did not regard it as important and necessary for effective learning and teaching. In addition, both samples agreed that teachers and students face more challenges in online EFL classes compared to traditional face-to-face classes. Moreover, many teachers from both groups, notably from the Iraqi sample, reported to be using a variety of EI tactics in their classes, whether intentionally or unintentionally.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50302 - Education, special (to gifted persons, those with learning disabilities)

Project

—

Continuities

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Applied Research on English Language

ISSN

2252-0198

e-ISSN

2322-5343

Volume of the periodical

11

Issue of the periodical within the volume

2

Country of publishing house

IR - IRAN, ISLAMIC REPUBLIC OF

Number of pages

32

Pages from-to

93-124

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-85129090923