The Relationships among Emotions, Emo-Sensory Intelligence, and Writing Score: A Comparison of Iranian and Iraqi EFL Students

Document Type : Research Article

Authors

• Faten Mohammed Hussein Alaaid ¹
• Reza Pishghadam ²
• Elham Naji Meidani ³

¹ Department of English, Faculty of Letters and Humanities , Ferdowsi University of Mashhad

² Ferdowsi University of Mashhad

³ Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad

https://doi.org/10.22067/lts.2023.80618.1175

Abstract

The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory Intelligence Scale (ESQ). The results revealed that students’ writing scores had a significantly positive relationship with their positive emotions and a significantly negative relationship with their negative emotions. Moreover, significant differences were found between some of the emotions experienced by Iranian and Iraqi students in terms of human and non-human writing elements, i.e., boredom, enjoyment, hope, and relief. The findings also indicated that ESQ positively predicts both Iranian and Iraqi students’ writing scores mediated by positive and negative emotions. Finally, the results were discussed and implications were provided in the context of language education.

Highlights

 

Keywords

• Emotions
• Emo-sensory intelligence
• Iranian EFL students
• Iraqi EFL students
• Writing score

Main Subjects

• Language Education

Full Text

 

 

References