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The notion of emotional intelligence (EQ or EI) was provided to complement general intelligence. This study intended to study the influence of emotional intelligence on listening comprehension of junior high school EFL learners from both genders when using culture-based materials. In so doing, a number of 50 Iranian intermediate level EFL learners were selected using the Oxford Quick Placement Test (OQPT). In addition, Trait Emotional Intelligence Questionnaire was employed. The listening test was administered first. Participants were classified into an experimental and a control group. In the experimental group, students were exposed to listening materials such as special expressions, idioms, and conversations. After ten sessions, participants participated in the listening post-test. The results of an independent samples t-test showed that the performance of the participants in the two groups was significantly different. Moreover, one-way ANOVA and post-hoc analysis revealed that gender significantly affects the listening skills of EFL learners with varying degrees of emotional intelligence when using cultural material in listening lessons. The findings of this study can lead language teachers to include materials as listening pieces about cultural entities to improve the listening ability of language learners.

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Original Research 

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Cultural Resources, Listening Comprehension of Intermediate Iranian EFL Learners and their Emotional Intelligence

The present study peruses EFL learners in a kind of process-product&nbsp;approach in writing and investigates the possible effects of teachers’ direct&nbsp;and indirect corrective feedback in four English language institutes in&nbsp;Isfahan, Iran. Four groups of intermediate students participated as a case in&nbsp;this study. The total number of participants was 120 female EFL learners selected&nbsp;based on a convenient non-random sampling method but randomly divided into four&nbsp;experimental groups. In the first group, the product-based approach was used to&nbsp;teach writing, and the learners received direct corrective feedback. In the&nbsp;second group, again product-based approach was used to teach writing, and the&nbsp;learners received indirect corrective feedback. In the third group, the writing&nbsp;was taught using a process-based approach, and the learners received direct&nbsp;corrective feedback, and in the last group, the learners received indirect&nbsp;feedback in process-based writing. The writing performance of the students in&nbsp;all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests&nbsp;revealed that the process-based approach through which direct feedback was&nbsp;provided was more effective than other teaching writing approaches.

Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners’ Writing

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