چكيده لاتين :
This study intended to explore the impact of a cognitive-affective reading-based course on emotional intelligence and foreign language anxiety. To this end, short literary readings were used as learning materials and the basis of classroom activities in a cognitive-affective reading-based course. An additional goal of this study was to probe the relationship between foreign language anxiety and emotional intelligence, defined in terms of both ability and mixed models. Mayer, Salovey, and Carusoיs (2002) Emotional Intelligence Test (MSCEIT), Cooperיs (1996/1997) EQ-Map, and Horwitz, Horwitz, and Copeיs (1986) Foreign Language Classroom Anxiety Test (FLCAS) were administered to 70 EFL undergraduate students in a pretest posttest quasi-experimental design. MANOVA, ANCOVA and Pearson correlation procedures were conducted. The results revealed that the cognitive-affective reading-based course in which literary readings were used significantly improved the subjectsי MSCEIT scores and decreased their FLCAS scores. Besides, there was a significant negative correlation between emotional intelligence and foreign language anxiety. The pedagogical implications for learners, teachers, educators and materials developers are presented.
