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dc.contributor.advisorWalters, JoDee
dc.contributor.authorŞakrak, Gülnihal
dc.date.accessioned2016-01-08T18:18:19Z
dc.date.available2016-01-08T18:18:19Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/11693/15422
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2009.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2009.en_US
dc.descriptionIncludes bibliographical references leaves 84-92.en_US
dc.description.abstractIt is becoming increasingly difficult to ignore the rising trend of emotional intelligence in education. So far, however, there has been very little discussion about the relationship between emotional intelligence and foreign language anxiety. The main objectives of the this study were a) to give a general picture of the emotional intelligence and foreign language anxiety levels of Turkish EFL students at university level; b) to investigate the effects of gender and success level on both emotional intelligence and foreign language anxiety; c) explore the relationship between emotional intelligence and foreign language anxiety; and d) to examine the relationships between the five sub-skills of emotional intelligence (adaptability, stress management, mood, interpersonal, and intrapersonal) and foreign language anxiety. The study gathered data from 308 students from Akdeniz University Preparatory School in Antalya, Turkey. The data concerning emotional intelligence were collected through the Emotional Quotient Inventory (EQ-i). Students‟ foreign language anxiety was measured via the Foreign Language Classroom Anxiety Scale (FLCAS). The collected data were analyzed quantitatively. Analysis of the quantitative data revealed that neither emotional intelligence nor foreign language anxiety varied according to gender. However, level of success was found to be significant in participants‟ foreign language anxiety. It was also found that there was a statistically significant negative correlation between the participants‟ emotional intelligence and foreign language anxiety. Moreover, all of the sub-skills of emotional intelligence negatively correlated with foreign language anxiety. Referring to the significant negative correlation between emotional intelligence and foreign language anxiety, the results of the study may be utilized in emphasizing emotional literacy and emotional intelligence in the school curriculums. The findings revealed that students with higher emotional intelligence had lower foreign language anxiety. In the light of these findings, more importance should be given to emotional intelligence skills in language learning classrooms. It is suggested that an emotional intelligence integrated curriculum may diminish students‟ foreign language anxiety, and create a more stress-free classroom atmosphere.en_US
dc.description.statementofresponsibilityŞakrak, Gülnihalen_US
dc.format.extentxiv, 106 leavesen_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEmotional intelligenceen_US
dc.subjectforeign language anxietyen_US
dc.subjectstress-free classroomen_US
dc.subjecteffective teachingen_US
dc.subject.lccPE1068.T8 S35 2009en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkey.en_US
dc.titleThe relationship between emotional intelligence and foreign language anxiety in Turkish EFL studentsen_US
dc.typeThesisen_US
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US


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