Induction of Emotions from TOEFL iBT Reading Tests as a Construct-irrelevant Factor and its Interference with Emotional Intelligence

International Journal of Foreign Language Teaching and Research

دوره 8، شماره 32، اسفند 2020، صفحه 93-106   

نوع مقاله: Research Papers

نویسندگان

Yaser Kheyrkhahnia¹؛ Behzad Ghonsooly^{* 2}؛ Javad Salehi Fadardi³

¹Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran

²Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran (Professor of Applied Linguistics, Department of English, Ferdowsi University of Mashhad, Iran, corresponding author)

³Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran (Professor of Psychology, Department of Psychology, Ferdowsi University of Mashhad, Iran)

چکیده

Cognitive appraisal of individuals directs to the creation of an emotional response, which is related to emotional intelligence. The present study shows the presence of induced emotions as an unrelated factor on the construct of a TOEFL iBT reading test which can interplay with emotional intelligence for regulating the induced emotions towards reading passages. The present participants were 393 Iranian EFL TOEFL iBT candidates. The present researchers detected induced emotions based on PANAS before and after reading the three selected passages of a TOEFL iBT reading section. Also, emotional intelligence was detected by Schutte Self-Report Emotional Intelligence Test after reading the selected passages. Our results confirmed this hypothesis statistically by reporting that induced emotion from the passages of the selected TOEFL iBT test has a significant effect on emotional intelligence. This study found that if test developers provide a condition for test-takers to activate their emotional intelligence, they might control the induced emotion as the construct-irrelevant variable during reading.

کلیدواژه‌ها

Emotional intelligence؛ appraisal؛ cognition؛ emotion؛ TOEFL iBT reading tests

مراجع

Abdolrezapour, P. & Tavakoli, M. (2012). The relationship between emotional intelligence and EFL learners’ achievement in reading comprehension. Innovation in Language Learning and Teaching, 6(1), 1-13.
Allison P. Anderson, A. P., Mayer, M. D., Fellows, A. M., Cowan, D. R., Hegel, M. T., Buckey, J. C. (2017). Relaxation with immersive natural scenes presented using virtual reality. Aerospace Medicine and Human Performance, 88(6), 520-526. Alm, C. O., Roth, D., & Sproat, R. (Eds.). (2005). Emotions from text: Machine learning for text-based emotion prediction. Proceedings from HLT/EMNLP '05: Human Language Technology Conference and Conference on Empirical Methods in Natural Language Processing, Proceedings of the Conference. ACL Anthology.
Arnold, M. B. (1960). Emotion and Personality. Psychological Aspects. Columbia University Press.
Arnold, M. B. (1960). Emotion and Personality. Psychological Aspects. Columbia University Press.
Ates, A. (2019). The Impact of the Emotional Intelligence of Learners of Turkish as a Foreign Language on Reading Comprehension Skills and Reading Anxiety. Universal Journal of Educational Research, 7(2), 571-579.
Bachman, L. (1990) Fundamental Considerations in Language Testing. Oxford University Press.
Bijani, H. (2018). Effectiveness of a face-to-face training program on oral performance assessment: The analysis of tasks using the multifaceted Rasch analysis. Journal of Modern Research in English Language Studies, 5(4),27-53.
Brewer, W. F. & Lichtenstein, E. H. (1982). Stories Are to Entertain: A Structural-Affect Theory of Stories. Journal of Pragmatics, 6(5), 1-15.
Bucich, M. & MacCann, C. (2007). Emotional intelligence and day-to-day emotion regulation processes: Examining motives for social sharing. Personality and Indiviual Differences, 137, 22-26.
Buckey, J. C. (2006). Space physiology. Oxford University Press.
Ciarrochi, J. & Mayer, J. (2007). Applying emotional intelligence: A Practitioners Guide. New York: Psychology Press.
Clifford, S. (1978). The malevolent Koklir: Iban concepts of sexual peril and the dangers of childbirth. Bijdragen tot de Taal, Land en Volkenkunde, 134, 55-310. Cupchik, G. C., Leonard, G., Axelrad, E., & Kalin, J. D. (1998). The landscape of emotion in literary encounters. Cognition and Emotion, 12(6), 825-847.
Dehkordi, B. M. & Bidabadi, F. S. (2015). Relationship between Iranian EFL learners’ reading strategy use and emotional intelligence. International Journal of Foreign Teaching and Research, 3 (9), 36-43.
Djikic, M., Oatley, K., Zoeterman, S., & Peterson, J. (2009). On being moved by art: How reading fiction transforms the self. Creativity Research Journal, 21, 24-29. Ekman, P. & Cordaro, D. (2011). What is meant by calling emotions basic. Emotion Review, 3, 364-370.
Esmaeli, M. (2004). Components of emotional intelligence training on mental health. Iranian Journal of Clinical Psychology, 13(2), 158-165.
ETS. (2002). ETS standards for quality and fairness. http://www.ets.org/Media/About-ETS/pdf/standards. pdf
ETS. (2009). The Official Guide to the TOEFL Test. McGraw-Hill
ETS. (2010). TOEFL iBTTM research insight: TOEFL iBTTM test framework and test development. TOEFL iBTTM research, 1 (1), 1-10. Fernandez, C. J. (2018). Behind a spoken performance: test takers’ strategic reactions in a simulated part 3 of the IELTS speaking test. Language Testing in Asia, 8(18), 1-20.
Förster, K. (2014). Do emotions pay off? Effects of media brand emotions on cognitive relief, identification and prestige. Online Journal of Communication and Media Technologies, 4(4), 34-57.
Ganjouee, A. A., Ghonsooly, B, Fatemi, A. H. (2018). The Impact of Task-based Instruction on the Enhancement of Iranian Intermediate EFL Learners’ Speaking Skill and Emotional Intelligence. Applied research on English language, 7(2), 195-214.
Goleman, D. (1996). Emotional Intelligence. Why It Can Matter More than IQ. Learning, 24(6), 49-50.
Habibian, M., Roslan, S., Idris, K., & Othman, J. (2015). The role of psychological factors in the process of reading. Journal of Education and Practice, 6(9), 114-123.
Jamieson, J. P., Hangen, E. J., Lee, H. Y., Yeager, D. S. (2018). Capitalizing on appraisal processes to improve affective responses to social stress. Electronic medical records, 10(1), 30–39.
Jamieson, J., Jones, S., Kirsch, I., Mosenthal, P., & Taylor, C. (2000). TOEFL® 2000 framework: A working paper (TOEFL® Monograph No. MS-16). Princeton, NJ: Educational Testing Service.
Klonsky, E. D., Victor, S. E., Hibbert, A. S., Hajcak, G. (2019). The multidimensional emotion questionnaire (MEQ): Rationale and initial psychometric properties. Journal of Psychopathology and Behavioral Assessment, 41, 409-424.
Koole, S. L. & Rothermund, K. (2019) Revisiting the past and back to the future: Horizons of cognition and emotion research. Cognition and Emotion, 33(1), 1-7.
Kuru-Gonen, S.İ. (2009). The sources of foreign language reading anxiety of students in a Turkish EFL context. Paper presented at International Conference on Educational Technologies, Tenerife, Canary Islands, Spain.
La´szlo´, J. & Cupchik, G. C. (1995). The role of affective processes in reading time and time experience during literary reception. Empirical Studies of the Arts 13, 25-37.
Mar, R. A., Oatley, K., Djikic, M., & Mullin, J. (2011). Emotion and narrative fiction: Interactive influences before, during, and after reading. Cognition & Emotion, 25(5), 818-833.
McEachrane, M. (2009). Emotion, meaning, and appraisal theory. Theory and Psychology, 19(1), 33-53.
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13-103). Macmillan.
Mikolajczak, M. & Luminet, O. (2008). Trait emotional intelligence and the cognitive appraisal of stressful events: An exploratory study. Personality and Individual Differences, 44, 1445-1453.
Min, S. & He, L. (2020). Test fairness: Examining differential functioning of the reading comprehension section of the GSEEE in China. Studies in Educational Evaluation, 68, 1-11. https://doi.org/10.1016/j.stueduc.2019.100811 Moors, A., Ellsworth, P. C., Scherer, K. R., & Frijda, N. H. (2013). Appraisal theories of emotion: state of the art and future development. Emotion Review, 5(2), 119-124.
Mouti, A. L. & Ypsilandis, G. S. (2014). Method-effect on test-takers’ performance and confidence in language tests. An e-Journal of Teacher Education and Applied Language Studies, 5, 65-81.
NematTabrizi,A. R., & Esmaeili, L. (2016). The relationship between the emotional intelligence and reading comprehension of Iranian EFL impulsive vs. reflective students. International Journal of English Linguistics, 6(6), 221-229.
O’Sullivan, B., Dunn, K. & Vivien Berry, V. (2019). Test preparation: An international comparison of test takers’ preferences. Assessment in Education: Principles, Policy & Practice, 25, 1-25.
Pishghadam, R. (2009). A Quantitative Analysis of the Relationship between Emotional Intelligence and Foreign Language Learning. Electronic Journal of Foreign Language Teaching, 6(1), 31-41.
Ryan, K. & Bachman, L. (1992). Differential Item Functioning on Two Tests of EFL Proficiency. Language Testing, 9(1), 12-29.
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185–211.
Scherer, K. R., Schorr, A., & Johnstone, T. (2001). Series in affective science. Appraisal processes in emotion: Theory, methods, research. Oxford University Press.
Scherer, K. R., Schorr, A., & Johnstone, T. (2001). Series in affective science. Appraisal processes in emotion: Theory, methods, research. Oxford University Press. Schreiner, M.S., Fischer, T., & Riedl, R. (2019). Impact of content characteristics and emotion on behavioral engagement in social media: literature review and research agenda. Electronic Commerce Research, 1-17.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T.., Golden, C. J., & Dornheim, L. (1998). Deveopment and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177.
Shahghasemi, E., Heisey, D. R., & Mirani, G. (2011). How do Iranians and U.S. Citizens perceive each other: A systematic review. Journal of Intercultural Communication, 27.
Sloman, A., & Rabb, N. (2019). Thought as a determinant of political opinion. Cognition, 188, 1-7.
Taheri, H., Sadihji, F., Bagheri, M. S., & Bavali, M. (2019). EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 1, 1-21.
Van-Dijk, T. A. (2002). Political discourse and political cognition. Politics as text and talk, 7, 203-237.
Vyn, R., Wesely, P. M., & Neubauer, D. (2019). Exploring the effects of foreign language instructional practices on student proficiency development. Foreign Language Annals, 52(1), 45-65. Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and Validation of Brief Measures of Positive and Negative Affect: The PANAS Scales. Journal of Personality and Social Psychology, 54, 1063-1070.
Wirth, W. (2006). Involvement. In J. Bryant & P. Vorderer (Eds.), Psychology of entertainment (pp. 199-212). Lawrence Erlbaum Associates Publishers.