Social Changes and Need of Learning English: Modelling of Emotional Intelligence and English language Anxiety in Bilingual's Society

Sociological Studies of Youth

دوره 11، شماره 39، دی 2020، صفحه 137-146   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.22034/ssyj.2020.679056

نویسندگان

Ali Reza Homayouni¹؛ Muhammad Hossein Abdollahi^{* 2}؛ Soheila Hashemi^{* 3}؛ Valiollah Farzad^{* 2}؛ Fariborz Dortaj^{* 4}

¹PhD Candidate, Department of Educational Psychology, Imam Reza International University, Mashhad, Iran

²Associate Professor, Department of Psychology, Kharazmi University, Tehran, Iran

³Associate Professor, Department of Psychology, Mazandaran University, Babolsar, Iran

⁴Professor, Department of Psychology, AllamehTabataba’i University, Tehran, Iran

چکیده

The purpose of this study was modeling of emotional intelligence and English language anxiety with English language learning. The present study was one of studies using structural equation modeling. The population included all bilingual adolescence students in third grade of guidance school on Golestan province that speaking Turkmen language, and 321 students were randomly selected among them. Then Foreign Language Classroom Anxiety Scale (FLCAC) (Horwitz et al., 1986) and Schutte Emotional Intelligence Test (EI) (1998) were implemented on them. Also, the information about learning English language of students was gathered through scores of students in English language lesson at end of academic year. Results of confirmatory factor analysis showed that models of measuring latent variables have a good fitness. In addition to direct effects, emotional intelligence can affect learning English language indirectly through English language anxiety. Therefore, increasing of emotional intelligence can reduce language anxiety, and consequently, increase language learning.

کلیدواژه‌ها

Social change؛ Emotional intelligence؛ English language anxiety؛ Learning English؛ Bilingual

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