Willingness to communicate and its relationship with emotional intelligence and gender differences

Abstract: As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners' gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togethernes

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: International Letters of Social and Humanistic Sciences (2015) 52 ; 87-94

Classification and Topics

• Classification: Psychologie

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Mannheim
• (when): 2015
• Creator: Gholami, Leila

Further information

• DOI: 10.18052/www.scipress.com/ILSHS.52.87
• URN: urn:nbn:de:101:1-2019072015361802530177
• Rights: Open Access; Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:51 PM CET