Listening Comprehension Performance Viewed in the Light of Emotional Intelligence and Foreign Language Listening Anxiety

Mohammad Reza Valizadeh, Parviz Alavinia


The researchers in the current study were after probing the potential relationship between emotional intelligence, foreign language listening anxiety (FLLA), and listening comprehension performance of Iranian EFL learners. To this end, 233 participants, studying English language and literature at three different Universities in Urmia, were initially selected. Successive to running homogeneity test, the number of eligible participants reduced sharply and only 160 out of the original number went on with the remainder of the study. To gather the data use was mainly made of two instruments, i.e. Bar-On’s (1997) emotional quotient inventory (EQ-i), and FLLA scale. Results of Pearson product moment correlation pointed to a strong relationship between listening comprehension performance of the learners and their emotional intelligence scores, with the strongest relationship belonging to the self-awareness subscale of EI. Furthermore, a strong negative relationship was found between FLLAS and listening comprehension performance. The results also indicated a strong negative relationship between learners’ FLLA and their emotional intelligence, with the strongest relationship belonging to the happiness component. The results of the multiple regression analyses for the predictability power of EI for listening comprehension performance and FLLA revealed that EI is a proper predictor of listening comprehension performance and FLLA of Learners. Finally, based on multiple regression analysis FLLA was deemed a proper predictor of listening comprehension performance of EFL learners.

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English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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