Language Education
Faten Mohammed Hussein Alaaid; Elham Naji Meidani
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 ...
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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.
