English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The aim of this study was to investigate the power of emotional intelligence (EI) and ambiguity tolerance in predicting EFL learners’ language learning strategy (LLS)and probe any possible relationship among these variables. The participants of the study were 130 EFL students, between 18 -30 years old, majoring in English Translation and English Literature at Islamic Azad University at Central Tehran, Iran. The instruments utilized in this study were a) Strategy Inventory for Language Learning (SILL) to assess the learners’ strategy-use-frequency in language learning, b) Bar-On Emotional Quotient Inventory (EQ-I) to measure learners’ emotional intelligence, and c) Second Language Tolerance of Ambiguity Scale (SLTAS) to identify participants’ tolerance of ambiguity. The results of the study showed that regression model including EI predicted about 6.8 percent, and tolerance of ambiguity 3.2 percent of students' LLSs. Also, running Pearson correlation indicated a statistically significant relationship between learners’ EI and LLSs and the components of both EI and SILL. In addition, Pearson correlation revealed statistically significant relationship between learners' tolerance of ambiguity and their overall LLSs use, and components of SILL.

TheRole of Emotional Intelligence and Tolerance of Ambiguity in Predicting EFL Learners’ Language Learning Strategies