The Effect of Emotional Intelligence on English Language Proficiency Among Sixth Grade Students

Abstract

The main purpose of this study is to investigate the relationship between emotional intelligence and English language proficiency in 6th-grade students, to find the possible connections between emotional intelligence and demographic variables like; (age, gender, and school environment) and their impact on the total activity score and the student’s writing tests inside the classroom.
The research community includes 386 6th-grade students both male and female whose ages are between 11 and 14 years. They are randomly chosen from 10 different schools in Erbil province - the center of the district - including Deryaz, Havin, Kozhin, Neyvan, Pers, Rojyar, Sivan, Zmnako, Zinar and Khana Qubadi. They chose those schools to make an assessment of the students' emotional intelligence levels by using the children's short form (CSF) which consists of 36 items, that is a part of the TEIQue (Trait Emotional Intelligence Questionnaire, then the data were analyzed and tested for variables through the statistical SPSS program.
The results of the study suggest that the 11-12-year-old students’ group had significantly higher levels of emotional intelligence than the 13-14-year-old group. In contrast, in students of the 11-12-year-old group, their total activity score was significantly higher compared to the 13-14-year-old group and the size of this effect was indicated at (1.204, 0.886) Cohen’s d, which is evidence for a significantly positive effect of Emotional intelligence on the academic level of the students. The results of students' gender differences also have a positive relationship with the student’s total everyday activity score and writing tests, in a way that the level of scientific level and daily activity of females is higher than males in the classroom.