Language Learners’ Emotional Intelligence and Teachers’ Corrective Feedback: A Study of Recast and Elicitation

In recent years, scholars have been dealing with Intelligence Quotient (IQ) and explaining learners’ achievement based on IQ from primary school to university. Although there has been a consensus among scholars who accepted IQ as a predictor of learners’ achievement, they have been shifting their views from IQ to Emotional Intelligence (EI). Following this approach, while numerous researchers have examined ways to apply EI in education, a huge body of research has focused on correlational studies concerning the relationship between EI and, for example, academic achievement. Little has been done to discover the relationship between the usefulness of teachers’ different kinds of feedback and students’ Emotional Intelligence in an educational context. The research presented in this book addresses the issue of EI differences in feedback reception to investigate the effect of recast and elicitation in a grammar-instruction context on Iranian adult EFL learners' learning of conditionals and relatives.