Elsakka, S. (2019). Emotional Intelligence - Enhanced Instruction to Develop EFL Students’ Critical Reading Skills and Their Attitudes Towards English Learning as a Sustainable Development Process. CDELT Occasional Papers in the Development of English Education, 68(1), 359-381. doi: 10.21608/opde.2019.132679
Samah Mohamed Fahim Elsakka Elsakka. "Emotional Intelligence - Enhanced Instruction to Develop EFL Students’ Critical Reading Skills and Their Attitudes Towards English Learning as a Sustainable Development Process". CDELT Occasional Papers in the Development of English Education, 68, 1, 2019, 359-381. doi: 10.21608/opde.2019.132679
Elsakka, S. (2019). 'Emotional Intelligence - Enhanced Instruction to Develop EFL Students’ Critical Reading Skills and Their Attitudes Towards English Learning as a Sustainable Development Process', CDELT Occasional Papers in the Development of English Education, 68(1), pp. 359-381. doi: 10.21608/opde.2019.132679
Elsakka, S. Emotional Intelligence - Enhanced Instruction to Develop EFL Students’ Critical Reading Skills and Their Attitudes Towards English Learning as a Sustainable Development Process. CDELT Occasional Papers in the Development of English Education, 2019; 68(1): 359-381. doi: 10.21608/opde.2019.132679
Emotional Intelligence - Enhanced Instruction to Develop EFL Students’ Critical Reading Skills and Their Attitudes Towards English Learning as a Sustainable Development Process
The study investigated the impact of Emotional Intelligence (EI) enhanced instruction on developing the critical reading skills of EFL adults and fostering their attitudes towards English learning as a sustainable development process. This is a one group pre/post study. The participants were 50 EFL freshmen at Suez Faculty of Education. The study entailed three instruments: The Schutte’s Emotional Intelligence Scale, a pre/post critical reading test and an English learning as a sustainable process attitude scale. Differences in the mean scores of the pre/post critical reading test as well as the pre/post attitude scale of English learning as a sustainable development process were calculated using t-test. The statistical analyses revealed a significant difference in the mean scores of the pre/post test of critical reading as well as the pre/post administration of attitude scale in favor of the post tests. In addition, a positive correlation existed between emotional intelligence and both participants’ critical reading skills and their attitudes to learn English as a sustainable development process. It was concluded that participants’ critical reading ability and their attitudes to learn English as a sustainable development process were significantly enhanced after receiving emotional intelligence enhanced instruction.
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