The Impact of English Language Classrooms on the Improvement of Emotional Intelligence and its Related Constructs

Findings of various studies have indicated that Emotional Intelligence (EQ) can play a more significant role than Intelligence Quotient (IQ) in life and academic achievement of learners (Goleman, 1995). For this reason, many researchers in this field have been attracted to find the ways to improve EQ. Among the different procedures to improve this intelligence, it seems that English language classrooms due to their nature, can be more successful in achieving this aim. The present study aimed at exploring the impact of English language classrooms on Emotional Intelligence and its related constructs. To investigate this effect, two control groups were selected from some High School and Language Institute learners in Mashhad. These learners were presented by Bar-On Emotional Quotient Inventory (1996) at the beginning and end of a six-month academic term. Investigating the results through t-test revealed a considerable improvement in Emotional Intelligence and its related constructs such as Intrapersonal, Interpersonal and Stress Management intelligences at the Language Institutes comparing to the High Schools. At the end, some constructive suggestions regarding the topic were presented.