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Exploration of emotional intelligenc...

Saucedo-Medina, Aide Abril.

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Exploration of emotional intelligence and English speaking anxiety in normalista students in Coahuila, Mexico.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploration of emotional intelligence and English speaking anxiety in normalista students in Coahuila, Mexico./
Author:	Saucedo-Medina, Aide Abril.
Description:	187 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4267.
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431509
ISBN:	9781124316536

Exploration of emotional intelligence and English speaking anxiety in normalista students in Coahuila, Mexico.
Saucedo-Medina, Aide Abril.

Exploration of emotional intelligence and English speaking anxiety in normalista students in Coahuila, Mexico. - 187 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4267.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2010.

The emotional intelligence research program has become increasingly popular within the educational and the organizational field. During the last 20 years the institutional researchers such as Low & Nelson (1999) at Texas A&M University---Kingsville (TAMUK), have shown that emotional intelligence contributes positively to students' personal advantage, to academic performance, and teachers' professional development. On the other hand, language-speaking anxiety represents a complex and dynamic phenomenon due to the variability of psychological, cognitive, social, and pedagogical factors. Most research findings about speaking anxiety present a partial and fragmented view frequently associated with a negative effect on the process of second- and/or foreign language learning (Aida, 1994; Cheng, Horwitz, & Schallert, 1999; Horwitz, 1986, 1988, 1996, 2001, 2008; Maclntrye & Gardner, 1989; Woodrow, 2006). The framework of emotional intelligence with regard to language-learning speaking anxiety presents a new perspective for the scientific community (Casado, & Dereshiwsky, 2004; Cook, 2003; Dewaele, Petrides & Furnham, 2008; Pavlenko, 2004) and opens an incipient sphere pertaining to the world of emotions among bilingual and multilingual individuals.

ISBN: 9781124316536Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Exploration of emotional intelligence and English speaking anxiety in normalista students in Coahuila, Mexico.
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020 $a 9781124316536
035 $a (UMI)AAI3431509
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100 1 $a Saucedo-Medina, Aide Abril. $3 1679173
245 1 0 $a Exploration of emotional intelligence and English speaking anxiety in normalista students in Coahuila, Mexico.
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4267.
500 $a Adviser: Roberto L. Torres.
502 $a Thesis (Ed.D.)--Texas A&M University - Kingsville, 2010.
520 $a The emotional intelligence research program has become increasingly popular within the educational and the organizational field. During the last 20 years the institutional researchers such as Low & Nelson (1999) at Texas A&M University---Kingsville (TAMUK), have shown that emotional intelligence contributes positively to students' personal advantage, to academic performance, and teachers' professional development. On the other hand, language-speaking anxiety represents a complex and dynamic phenomenon due to the variability of psychological, cognitive, social, and pedagogical factors. Most research findings about speaking anxiety present a partial and fragmented view frequently associated with a negative effect on the process of second- and/or foreign language learning (Aida, 1994; Cheng, Horwitz, & Schallert, 1999; Horwitz, 1986, 1988, 1996, 2001, 2008; Maclntrye & Gardner, 1989; Woodrow, 2006). The framework of emotional intelligence with regard to language-learning speaking anxiety presents a new perspective for the scientific community (Casado, & Dereshiwsky, 2004; Cook, 2003; Dewaele, Petrides & Furnham, 2008; Pavlenko, 2004) and opens an incipient sphere pertaining to the world of emotions among bilingual and multilingual individuals.
520 $a The purpose of the present study was to explore the relationship (between emotional intelligence and speaking anxiety using a mixed methodology among normalistas pre-service teachers, currently living in Northern Mexico and learning English as a foreign language (Creswell & Plano, 2007).
520 $a The results of this study show that there is no relationship between emotional intelligence and speaking anxiety. Also, descriptive and correlation data show that normalista's gender characteristics related to emotional intelligence profiles, anxiety, and some context variables. The results showed low percentages in students's self-perception of English anxiety and Spanish anxiety. Regarding the linguistic competency of normalistas, two groups appeared. The low percentages group reveals that the highest competency is in: speaking, writing, reading, listening, and at the end comprehension. For the higher-functioning group the order of skills competency was the opposite: reading, writing, listening, comprehension and speaking. These students showed a high level of motivation for learning English. Also the data revealed that the more time they spent learning English, the higher their motivation for continuing learning.
520 $a Qualitative analyses complement the results by facilitating the evaluation of the dynamics of students' emotions during their English-learning processes. Three horizons and three aspects related to psycho-pedagogical aspects, social agents, and self-awareness emerged from the students' data, offering a revealing profile of students' emotions. Also from this data emerges this new nominal construct: a subtractive schooling mechanism that unveils the common beliefs, procedures, or ways of behaving that are present during the formal schooling that invalidate or limit student learning while studying English as a foreign language. Finally, the present study recommends some policies and strategies for curriculum designers, researchers, and for undergraduate English teachers in Mexico.
590 $a School code: 1187.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0282
690 $a 0441
690 $a 0727
710 2 $a Texas A&M University - Kingsville. $3 1022707
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Torres, Roberto L., $e advisor
790 $a 1187
791 $a Ed.D.
792 $a 2010
793 $a Spanish
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3431509