Vol. 5, No. 1 (January 2017)


On Interrelatedness between Emotional Intelligence, Linguistic Intelligence, and Gender, the Case of Iranian EFL Learners

Ebrahim Mohammadkhah, Tarbiat Modares University, Tehran, Iran

Parviz Alavinia, Urmia University, Urmia, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 5(1), 05-10.      Download Full Text


Among the many factors concerning the success of an educational programs are emotional intelligence and linguistic intelligence.  Psychologically speaking, emotional intelligence (EI), which is a kind of social intelligence identifying the ability to adjust to one's emotions with others, has gained a lot of import in the field. The other factor in this realm is linguistic intelligence (LI) which is correlated to language learning and academic success. As such, the purpose of this research was to explore the role of EI, and LI to determine their interrelationship with among EFL M.A learners in the context of Higher Education in Iran. In so doing, one hundred and twenty EFL M.A learners (83 females and 37 males) from different universities completed two self-report questionnaires. Having analyzed the data, the results showed that there is a significant and meaningful relationship between EI and LI.

Key words: Emotional Intelligence; Linguistic Intelligence; Higher Education; Academic Achievement


An Investigation into the Effect of Regenring in an ESP Reading and Writing Course

Elaheh Suleimani, Shiraz University, Shiraz, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 5(1), 11-14.      Download Full Text


Genre with a long established history in pedagogy is a crucial concept in writing classes. It plays an influential role for foreign/second language learners as well as in learning English for Special Purposes (ESP). Traditional genre pedagogy just focused on instruction of schematic structures and generic models. What demands to be explored is how a particular knowledge structure could be reconfigured into a new genre. As a result, in this paper the effect of regenring in an ESP reading and writing course was investigated. It was found that regenring brought about genre awareness and changed the participants’ attitudes toward their disciplinary topics and fields of study. Consequently, it may be assumed that regenring will contribute to awareness of how reconfiguration of knowledge in a new genre illuminates affordances and possibilities of a fresh experience and a new outlook on the subject matter. Due to its great potentiality, it is recommended to use regenring technique in writing pedagogy.

Key words: Regenring; Genre Awareness; Genre Affordances;Semiotic Orientation


Level and causes of burnout among Iranian English teachers

Mina Valipour, Islamic Azad University, Neyshabur, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 5(1), 15-24.      Download Full Text


The present study aimed to investigate the level and causes of burnout among Iranian English teachers. In doing so, 80 high school teachers were asked to participate in this experiment by filling out Maslachʼs inventory of burnout. Then, 12 participants were chosen according to their demographic factors and degrees of burnout, as interviewees, in order to find out about the causes of burnout. The results of the descriptive analysis showed the levels of burnout among the junior and senior high school teachers and the interview found twelve main causes of this problem. The study concluded that Iranian teachers had a medium level of burnout. Also, the results showed 12 causes including students’ indiscipline, and heavy workload. The findings and the implications of the study were then discussed in details.

Key words: Depersonalization; emotional exhaustion; reduced personal accomplishment; teacher burnout

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