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Taherkhani, Reza, Behzadifar, Fatemeh. (1405). Modeling the Interplay of Emotional Intelligence, Reflective Thinking, and Self-Regulated Learning Strategies in Predicting EFL Writing Ability: A Structural Equation Modeling Approach. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2026.56134.2611
Reza Taherkhani; Fatemeh Behzadifar. "Modeling the Interplay of Emotional Intelligence, Reflective Thinking, and Self-Regulated Learning Strategies in Predicting EFL Writing Ability: A Structural Equation Modeling Approach". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1405, -. doi: 10.22111/ijals.2026.56134.2611
Taherkhani, Reza, Behzadifar, Fatemeh. (1405). 'Modeling the Interplay of Emotional Intelligence, Reflective Thinking, and Self-Regulated Learning Strategies in Predicting EFL Writing Ability: A Structural Equation Modeling Approach', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2026.56134.2611
Taherkhani, Reza, Behzadifar, Fatemeh. Modeling the Interplay of Emotional Intelligence, Reflective Thinking, and Self-Regulated Learning Strategies in Predicting EFL Writing Ability: A Structural Equation Modeling Approach. نشریه علمی دانشگاه سیستان و بلوچستان, 1405; (): -. doi: 10.22111/ijals.2026.56134.2611

Modeling the Interplay of Emotional Intelligence, Reflective Thinking, and Self-Regulated Learning Strategies in Predicting EFL Writing Ability: A Structural Equation Modeling Approach

Iranian Journal of Applied Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 آبان 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2026.56134.2611
نویسندگان
Reza Taherkhani* 1؛ Fatemeh Behzadifar2
1Department of English, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
2Department of English, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran.
چکیده
This quantitative study aimed to explore the relationships among emotional intelligence, reflective thinking, writing self-regulated learning strategies, and writing ability of Iranian EFL learners. 201 BA students from various universities of Iran participated in the study. To collect data, three instruments were used including the Trait Emotional Intelligence Questionnaire-Short Form, the Reflection on Writing Questionnaire, and the Questionnaire of English Writing Self-Regulated Learning Strategies. These instruments were distributed through Telegram groups online. To answer the research questions, Pearson correlations and Structural Equation Modeling (SEM) were employed. The results indicated that reflective thinking and self-regulated learning strategies positively correlated with writing ability. Reflective thinking positively predicted EFL learners' writing ability, while emotional intelligence and self-regulated learning strategies did not emerge as significant predictors in the final SEM model. The final model demonstrated a good fit with the data. Among the three variables, reflective thinking exhibited the largest direct effect on self-reported writing scores. Findings may encourage policymakers to analyze educational policies and needs more clearly and pay more attention to these influential factors. Teachers may also focus on various self-regulated learning strategies, help students understand and manage their emotions to decrease their stress, revise their strategies in writing, and communicate efficiently.
کلیدواژه‌ها
emotional intelligence؛ reflective thinking؛ writing self-regulated learning strategies؛ writing ability
آمار
تعداد مشاهده مقاله: 2


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