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ERIC Number: EJ1107509
Record Type: Journal
Publication Date: 2016-Aug
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0033-6882
Emotional Intelligence in Language Instruction in Oman: The Missing Link?
Balasubramanian, Chandrika; Al-Mahrooqi, Rahma
RELC Journal: A Journal of Language Teaching and Research, v47 n2 p145-160 Aug 2016
The field of English Language Teaching (ELT) has long sought to identify traits of good language learners, in an effort to teach these traits to less successful language learners (Rubin, 1975). Emotional Intelligence has recently come to the forefront of research on language learning and teaching, and is now increasingly recognized as an important predictor of success in academic achievement in general, and success in learning a language (Goleman, 1995; Rastegar and Karami, 2013; Sucaromana, 2012). Recent years have seen a proliferation of research linking Emotional Intelligence to success in the English as a Second Language (ESL) and English as a Foreign Language (EFL) classrooms. Hence researchers have recommended explicit Emotional Intelligence instruction in language classrooms. With the importance of English in today's globalized world, and the greater need to communicate in English, fostering a student's communicative ability is important, particularly in an EFL context like Oman. The Government of Oman has invested heavily in English language instruction, but unfortunately, the investment has not paid off. While there exists a substantial volume of research identifying possible reasons for students' inadequate grasp of English even after years of language instruction both at the school and university levels, research linking emotional skills and language learning success in Oman is lacking. This article investigates whether a lack of Emotional Intelligence skills could be one of the reasons for the failure of students to achieve competence in English. Results from questionnaires of multiple choice and open-ended questions distributed to 60 university students at a large public university in the Sultanate of Oman show that a lack of Emotional Intelligence impacts a student's ability to learn. The authors conclude that directly focusing on Emotional Intelligence skills in Omani university classrooms could result in improving students' overall achievement both at university in general, and in English specifically.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Grant or Contract Numbers: N/A