Emotional Intelligence - Enhanced Instruction to Develop EFL Students’ Critical Reading Skills and Their Attitudes Towards English Learning as a Sustainable Development Process | ||||
| CDELT Occasional Papers in the Development of English Education | ||||
| Article 11, Volume 68, Issue 1, October 2019, Page 359-381 PDF (787.28 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/opde.2019.132679 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Samah Mohamed Fahim Elsakka Elsakka | ||||
| Abstract | ||||
| The study investigated the impact of Emotional Intelligence (EI) enhanced instruction on developing the critical reading skills of EFL adults and fostering their attitudes towards English learning as a sustainable development process. This is a one group pre/post study. The participants were 50 EFL freshmen at Suez Faculty of Education. The study entailed three instruments: The Schutte’s Emotional Intelligence Scale, a pre/post critical reading test and an English learning as a sustainable process attitude scale. Differences in the mean scores of the pre/post critical reading test as well as the pre/post attitude scale of English learning as a sustainable development process were calculated using t-test. The statistical analyses revealed a significant difference in the mean scores of the pre/post test of critical reading as well as the pre/post administration of attitude scale in favor of the post tests. In addition, a positive correlation existed between emotional intelligence and both participants’ critical reading skills and their attitudes to learn English as a sustainable development process. It was concluded that participants’ critical reading ability and their attitudes to learn English as a sustainable development process were significantly enhanced after receiving emotional intelligence enhanced instruction. | ||||
| Keywords | ||||
| Emotional intelligence enhanced instruction; critical reading; learning English as a sustainable development process | ||||
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