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Title: Investigating Emotional Intelligence Among High School Students in Hohhot, China
Introduction:
In recent years, there has been growing interest in the concept of emotional intelligence (EI) and its impact on various aspects of life. EI refers to the ability to recognize, understand, and manage emotions effectively in oneself and others. It plays a significant role in academic success, personal relationships, and overall well-being. This research aims to investigate the level of emotional intelligence among high school students in Hohhot, China, as well as explore its relationship with their English language learning.
Methodology:
The study will employ a mixed-methods approach, including both quantitative and qualitative data collection methods. A sample size of 200 high school students from different schools in Hohhot will be surveyed using a self-report questionnaire based on the Emotional Quotient Inventory (EQ-i). The questionnaire will consist of multiple-choice questions to assess the students' emotional intelligence levels. Additionally, 20 students will be selected for in-depth interviews to provide more detailed insights into their understanding of emotional intelligence in relation to their English language learning.
Results and Discussion:
The quantitative data analysis will involve assessing the overall emotional intelligence scores of the students, along with individual scores in each sub-domain (self-awareness, self-regulation, motivation, empathy, and social skills). The results will allow us to understand the overall emotional intelligence levels of high school students in Hohhot and identify any significant differences in emotional intelligence based on gender, grade level, or English language proficiency.
Furthermore, the qualitative data obtained from interviews will provide a deeper understanding of the students' perceptions of emotional intelligence and its influence on their English language learning. It will explore their experiences, challenges, and strategies in managing emotions during language learning activities, as well as their perceived impact on language proficiency and overall learning outcomes.
Implications and Recommendations:
The findings of this research will contribute to the existing literature on emotional intelligence and its relevance to language learning. They will help educators, policymakers, and curriculum developers in designing effective strategies and interventions to enhance students' emotional intelligence in Hohhot high schools. This, in turn, may lead to improved English language learning outcomes, academic performance, and overall well-being among students.
Some practical recommendations for educators may include incorporating activities that promote self-awareness, self-regulation, and empathy into English language classes. Teachers can also create a supportive and inclusive classroom environment that fosters social skills and emotional well-being. Additionally, professional development programs can be offered to assist teachers in developing their own emotional intelligence skills and integrating them into their teaching practices.
Conclusion:
This study aims to investigate the level of emotional intelligence among high school students in Hohhot, China, and explore its relationship with their English language learning. By combining quantitative and qualitative methods, the research will provide comprehensive insights into students' emotional intelligence levels and their perceptions of emotional intelligence in the context of language learning. The findings will have significant implications for educators and policymakers in promoting emotional intelligence development and improving language learning outcomes.