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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Applied Research on English Language

ISSN

2252-0198

e-ISSN

2322-5343

Svazek periodika

11

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

IR - Íránská islámská republika

Počet stran výsledku

32

Strana od-do

93-124

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85129090923