چكيده فارسي :
Reading comprehension is one of the most important skills of second/foreign language learning. Sometimes, reading a text in foreign language makes learners feel anxious. Furthermore, this anxiety can be controlled. Nowadays, psychologists agree that IQ is responsible only for 20 percent of the success. The 80 percent comes from other factors, which have been called by psychologist, Daniel Goleman, as Emotional Intelligence (IQ) or Emotional Quotient (EQ). This study following a quantitative trend of research examined 105 intermediate EFL learners’ perception of EI and Foreign Language Reading Anxiety (FLRA). In this research, to assess learners’ EI, Bar-on’s (1997) Emotional Quotient questionnaire and to measure their FLRA, saito, Gaza, and Horwitz’ (1999) questionnaire were used. Furthermore, a reading comprehension test encompassing three reading texts examining inference making, gap filling, and detail finding abilities were utilized. Running Pearson Correlation Coefficients and multiple regression, the data were analyzed. The findings revealed that EI is negatively correlated with FLRA (-.31, p .05) and it was found that there is rather no relationship between EFL learners’ EI and their reading achievement (.00). Moreover, there was a negatively significant relationship between FLRA and reading achievement (-.45, p .05). Considering the predictive power of EI components regarding FLRA, stress management and intrapersonal relationship were found to be the best predictors of FLRA. Considering these relationships, it can be construed that working on learners’ EI and improving it may help them reduce their FLRA which in turn leads to improved reading comprehension ability. The findings of this research may render implications for learners, teachers, and educational authorities.
