the effect of concordancing as a data-driven learning approach on trait emotional intelligence

Research suggests that exposure to computer-mediated instructional activities influences the students’ positive emotions, enhances their trait emotional intelligence and boosts their english language learning consequently. yet, it is not clear if using concordancing as a data-driven learning (ddl) approach influences the students’ trait emotional intelligence, and its attributes, including emotionality, self-control, well-being, and sociability statistically significantly. to this end, a quasi-experimental design, comparison group pretest-posttest, within a triangulation design, validating quantitative data model, was followed. a group of 92 iranian female english language learners, similar in their level of general english language proficiency, english academic lecture comprehension, and trait emotional intelligence, were selected, based on their scores on a preliminary english test, an english academic lecture comprehension test, and the trait emotional intelligence questionnaire - short form (teique-sf), adapted for the present study with an open-ended item. after the pretest, two groups were formed, and the students were equally divided into the control and experimental groups. next, the learners in the experimental group were exposed to a concordancing program of fifteen 90-minute sessions (three sessions a week) with antconc. the purpose of the program was for the students to practice concordancing on importance markers in english academic lectures. alternatively, the students in the control group were exposed to a program of the explicit instruction of importance markers in english academic lectures, comprising of fifteen 90-minute sessions (three sessions a week). following the treatment and placebo, the students’ trait emotional intelligence and its attributes were measured using the teique-sf. the results of mann-whitney u tests indicated that using concordancing as a ddl approach does not affect the students’ trait emotional intelligence and its attributes statistically significantly.

The Effect of Concordancing as a Data-Driven Learning Approach on Trait Emotional Intelligence

Research suggests that exposure to computer-mediated instructional activities influences the students’ positive emotions, enhances their trait emotional intelligence and boosts their English language learning consequently. Yet, it is not clear if using concordancing as a data-driven learning (DDL) approach influences the students’ trait emotional intelligence, and its attributes, including emotionality, self-control, well-being, and sociability statistically significantly. To this end, a quasi-experimental design, comparison group pretest-posttest, within a triangulation design, validating quantitative data model, was followed. A group of 92 Iranian female English language learners, similar in their level of general English language proficiency, English academic lecture comprehension, and trait emotional intelligence, were selected, based on their scores on a Preliminary English Test, an English academic lecture comprehension test, and the Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF), adapted for the present study with an open-ended item. After the pretest, two groups were formed, and the students were equally divided into the control and experimental groups. Next, the learners in the experimental group were exposed to a concordancing program of fifteen 90-minute sessions (three sessions a week) with AntConc. The purpose of the program was for the students to practice concordancing on importance markers in English academic lectures. Alternatively, the students in the control group were exposed to a program of the explicit instruction of importance markers in English academic lectures, comprising of fifteen 90-minute sessions (three sessions a week). Following the treatment and placebo, the students’ trait emotional intelligence and its attributes were measured using the TEIQue-SF. The results of Mann-Whitney U tests indicated that using concordancing as a DDL approach does not affect the students’ trait emotional intelligence and its attributes statistically significantly.