UNIVERSIDAD AUTÓNOMA DEL CARMEN

FACULTAD DE CIENCIAS EDUCATIVAS

The effect of emotional intelligence on acquiring and developing foreign language speaking skills in English

language students at UNACAR at an intermediate-advanced level.

Submitted by:

Janethe Alexandra López Pérez

Advisor:

Cd. del Carmen, Camp. November 27th, 2021

Abstract

EI is actually studied by many researchers due to its importance on the development at work, school and life. It

plays a significant role among students of English language. This study reveals the relation between EI and

speaking proficiency in intermediate-advanced English language students at UNACAR in Ciudad del Carmen,

Campeche, Mexico. The participants were 6 randomly selected students of the bachelor degree in English at the

mentioned university, who aged between 19 and 27 years old. The study was carried out with a quantitative

approach using two instruments. The first one was an Emotional Quotient Inventory developed by Bar-On in

1997, comprising 133 items with a 5-level Likert scale to measure their emotional quotient. The second one,

was a General Speaking Test evaluated by an external expert assessor. As a result, the researcher found that

there is a significant relationship between students’ EI and speaking proficiency; students who have a high level

of EI tend to do better at speaking activities.

Dedications

To my parents

To my brother

To my aunt

I thank my parents for giving me all their support during this period and all my life and providing me advice at

any time a needed. For encourage me to finish a degree and for desiring me succeed.

I thank my brother for being with me along this journey of study. For making me feel secure in a city away

from home.

I thank my aunt for providing when I needed for university. For taking care of me when I get sick of COVID.
 CONTENT

Abstract.....................................................................................................................................................2
Dedications................................................................................................................................................3
CHAPTER I. INTRODUCTION TO THE STUDY......................................................................................6
1.1 Topic statement.................................................................................................................................7
1.1.1 Topic description........................................................................................................................7
1.1.2 Background................................................................................................................................7
1.2 Research questions............................................................................................................................8
1.3 Problem definition............................................................................................................................8
1.3.1 Conceptual definition..................................................................................................................8
1.3.2 Operational definition...............................................................................................................10
1.4 Problem justification.......................................................................................................................10
1.5 Objectives......................................................................................................................................12
1.6 Hypothesis.....................................................................................................................................13
1.6.1 Hypothesis analysis...................................................................................................................13
1.7 Delimitation...................................................................................................................................13
1.8 Contextualization............................................................................................................................14
1.9 Study limitations.............................................................................................................................14
CHAPTER II. LITERATURE REVIEW....................................................................................................16
2.1 Emotion.........................................................................................................................................17
2.2 Intelligence.....................................................................................................................................17
2.3 Emotional Intelligence.....................................................................................................................18
2.3.1 Emotional intelligence skills and competencies...........................................................................19
2.3.2 Models of Emotional intelligence...............................................................................................20
2.3.3 Emotional intelligence training..................................................................................................21
2.4 Speaking........................................................................................................................................22
2.5 Speaking Proficiency.......................................................................................................................22
CHAPTER III. METHODOLOGY............................................................................................................24
3.1 Research approach and type.............................................................................................................25
3.2 Research Design.............................................................................................................................26
 3.3 Instruments.....................................................................................................................................26
3.3.1 Trait Meta-Mood Scale (TMMS-24)..........................................................................................26
3.3.2 General Speaking Test..............................................................................................................28
3.4 Participants.....................................................................................................................................29
3.5 Research Process.............................................................................................................................29
3.6 The Pearson Correlation Test...........................................................................................................30
3.7 Pilot Study Report...........................................................................................................................31
3.7.1 Results.....................................................................................................................................32
CHAPTER IV. RESEARCH DATA REPORT...........................................................................................33
4.1 Results...........................................................................................................................................34
4.2 Operational Data.............................................................................................................................35
CHAPTER V. DISCUSSION AND RECOMMENDATIONS.....................................................................38
REFERENCES........................................................................................................................................41
Appendix 1..............................................................................................................................................45
Appendix 2..............................................................................................................................................50
CHAPTER I. INTRODUCTION TO THE STUDY
1.1 Topic statement

The use of emotional intelligence affects the acquisition and development of speaking skills in English

Language students at UNACAR at an intermediate-advanced level.

1.1.1 Topic description

The ability to recognize and control emotions, called Emotional intelligence (EI), is one of the

main factors that affect speaking skills of intermediate-advanced university English language students

at the UNACAR. The students’ level of EI, their speaking scores and grade point averages (GPA) are

going to be analyzed to identify whether the acquisition and development of speaking skills in a

foreign language are affected by them.

1.1.2 Background

Factual aspects: to identify whether the use of emotional intelligence affects the acquisition and

development of students’ speaking skills in a foreign language

Theoretical aspects: researches in the case have been done. Salar (2017) states that there is a

relationship between speaking abilities of Iranian EFL learners and their Emotional Intelligence (EI). He

also found that their emotional quotient is related to their level of fluency in English language.

Zarezadeh (2013) indicates that emotional intelligence affects English language learning, as well as

there are correlations between emotional quotient (EQ), language skills, and educational achievement.

He claims that intrapersonal and interpersonal intelligences, as well as general mood are required in the

speaking ability of individuals, so they have a significant influence on students’ speaking skills. The fact

that students’ level of EI influence their performance during speaking classes in a foreign language was

described by Duygu (2012). In his research, he states that speaking is one of the most difficult skills to
 teach and that it could be due to students’ demotivation, self-confidence, and self-awareness. The study

of Soodmand and Rahimi (2014) points out the relationship among emotional intelligence, critical

thinking, and speaking abilities of Iranian EFL learners. They claim that EI, as well as critical thinking

are highly correlated with speaking skills, which should be encouraged by teachers so that students

achieve fluency in a foreign language. A study among Iranian advanced EFL learners was made by

Khalili (2018), which indicates that EI is an important requirement in the development of speaking

skills in a foreign language as there is a great relationship between the first one and the speaking scores

found among the students.

1.2 Research questions

a. Is there any relationship between the levels of EI and speaking skills of UNACAR intermediate-advanced

English language students?

b. To what extent does the level of EI relate to speaking proficiency in English Language students at

UNACAR at an intermediate-advanced level?

1.3 Problem definition

1.3.1 Conceptual definition

Emotional intelligence

Emotional intelligence refers to the ability to identify and manage one’s own emotions, as well as the

emotions of others (Psychology Today, n.p.). The ability to understand the way people feel and react and

to use this skill to make good judgments and to avoid or solve problems (Cambridge Dictionary, n.p.)

Emotional intelligence commonly includes at least four attributes:

1. Self-management: the ability over strong feelings, behaviors, and own emotions
2. Self-awareness or Emotional awareness, the ability to identify and name one’s own emotions

3. Social awareness: the ability to identify others’ emotions, which includes both regulating one’s own

emotions when necessary and helping others to do the same.

4. Relationship management: the ability to develop and maintain good relationships and

communication; inspire and influence others; the ability to harness emotions and apply them to tasks

like thinking and problem solving

Acquisition and development

Acquisition is the process of getting something (Cambridge Dictionary, 2020, n.p.), in this case a

language could be acquired without being taught the rules of grammar by parents or teachers

(Szczegielniak, A).

Development is the process in which someone or something grows or changes and becomes more

advanced (Cambridge Dictionary, n.p.)

Speaking skill

Speaking is the use of language to communicate with others (Fulcher, 2003:23). It is the ability to

communicate. It is a process of interaction where speakers intend to build meaning through producing,

receiving, and processing information (Bailey, 2000:25). Speaking is a productive skill in the organs of

speech to express meaning which can be directly and empirically observed (Cameron, 2001:40; Brown,

2004:140)

University student

A student is a person who is learning at a college or university (Cambridge, n.p)

1.3.2 Operational definition

To measure the students’ level of EI and each of its components, an Emotional Intelligence

Questionnaire will be applied, which includes a number of sentences based on Bar-On (1989) with a

Likert scale including levels of agreement. Their speaking scores will be gathered in order to measure

the level and development of their speaking skill with the use of a General language proficiency test

based on Farhaday, Birjandi and Djafarpour (1994) guidelines. The students’ Grade Point average

(GPA) will be obtained so the researcher can measure the students’ general development at university

and the English language proficiency they reach.

1.4 Problem justification

This study has been developed concerning the fact that the learning environment, the way students’ knowledge

is applied, and their behavior in speaking classes and communicative situations are altered depending on the

level of EI each student possesses, as well as their motivation on developing their general skills in a foreign

language. In general, a low level of EI has the power to cause deficiencies on students learning, particularly

their speaking proficiency. Speaking is a mutual skill and need, therefore, if there is not found a solution to this

problem, it might cause more difficulties in individuals’ future jobs and their performance in other situations

where it is necessary to communicate in a foreign language. Moreover, graduate students could end up with

poor speaking abilities and may not be considered credible professionals.

To solve the problem, intermediate and advanced students of English language at UNACAR are willing to

participate. Most of the instruments are available on internet, and some of them are going to be manually

developed by the researcher with the help of an external assessor, so there will be few limitations for this study

to take place.
Since it is beyond the limits of a single study to consider a wide range of factors, and due to the pandemic and

economical situations around the world in this 2020, the researcher will be able to:

 Evaluate intermediate and advanced English language students at UNACAR.

 Have a virtual conversation meeting with intermediate and advanced English language students to be the

control and experimental group of the study. Therefore, results of the present study can be generalized

within that population.

 Find speaking proficiency instruments available on internet.

 Gather students’ levels of EI through EI questionnaires (EI-Q) found on the network.

 Apply a general language proficiency test (available on the internet).

 Collect English language students Grade Point Average (GPA) provided by the direction of the Faculty

of Educational Sciences of UNACAR.

Due to the fact that good speaking skills are important to communicate effectively in a foreign language (Gillis,

G., 2013), the current study may contribute to the literature by demonstrating the importance of EI in students’

acquisition and development of English language speaking skills. In addition, this study gives possible solutions

to the problem, including:

 Identify students’ level of EI through tests

 EI teaching in English classes

 Encourage students’ speaking skills by giving them the tools over their fears and anxieties

 Encourage teachers to train themselves about the importance of EI over speaking skills

 Contribute to a modification of the teaching methods currently used to develop speaking skills in

UNACAR English language students.

 Provide English language teachers and curricula designers with a list of EI components necessary for

university students’ speaking proficiency.

There has been many studies concerning the effect of EI in foreign language speaking skills, however, there are

few studies applied in Mexico. Therefore, this study will contribute to the literature of language learning on

evaluating and demonstrating the importance of having a high level of EI while learning any subject and

showing the effects that EI has in people’s behavior for different situations.

The results of the study may be of benefit not only for UNACAR students and teachers involved in a foreign

language, but for the society in general in that all may learn the advantages and disadvantages of improving or

not EI levels to develop communicative abilities as well as acquire helpful tools to identify and manage one’s

and others’ emotions to recognize and express feelings by means of verbal language. The solution of this

problem specifically contributes for the society to have a better knowledge about how emotions work in people

behavior and how to use them in communicative situations, businesses, and relationships.

The solutions and strategies shown in this research can be used for teachers, textbooks writers, developers of

class materials, foreign language students, students of other communicative matters, and people in general. The

interested ones can include them in their curricula, materials, textbooks, and learning strategies, since EI over

speaking skills is of importance for all who wants to communicate effectively.

1.5 Objectives

In this section of the research there will be presented the main objective and three specific objectives supporting

this study.

The main objective of this research is to analyze to what extent EI affects the speaking skills of English

Language students at UNACAR at an intermediate-advanced level.

The specific objectives of this research are:

 To detect the role of EI on the acquisition and development of speaking skills.

 To detect the EI components that most affect speaking skills.

 To compare students’ willingness to participate in speaking activities depending on their EI level.

1.6 Hypothesis

The higher the level of emotional intelligence, the more developed the students’ speaking skills will be.

1.6.1 Hypothesis analysis

Unit of analysis: English language students at

UNACAR at an intermediate-advanced level.

Dependent variable: level of Emotional intelligence Independent variable: university students’

proficiency level of English

Indicators: high, low Indicators: intermediate, advanced

1.7 Delimitation

In this study, the level of Emotional Intelligence of intermediate-advanced English language students at

UNACAR and their levels of speaking skills will be analyzed in order to detect the role that EI has on their

development of speaking skills and general performance in communicative situations. Beginners are going to be

excluded as they provide speaking skills scores too low and insufficient for this study. The students’

components of EI and their English speaking fluency will be analyzed in this research
1.8 Contextualization

This research will take place in Cd. del Carmen, Campeche, México. Campeche is adjacent to the states of

Yucatán and Tabasco. Carmen is located southwest of the Yucatán Peninsula, between the Gulf of Mexico and

the Laguna de Términos, and has a total of 221,094 inhabitants (INEGI, 2010).

Ciudad del Carmen was founded on July 16 th, 1717 by the Tabasco forces led by Alonso Felipe de Andrade. In

2004, a pumice deposit was discovered in North Beach, which could indicate that Ciudad del Carmen is formed

by what was once a volcano.

Laguna or Isla del Carmen has, along with the territorial portion, a unique history for different reasons, among

them, that the Spanish discovered it but did not conquer or colonize it since the pirates made it a refuge and

residence while fighting for neighboring lands and populating other parts of the region. Its formal Spanish

colonization emerged almost two centuries after Hernández de Córdoba y Grijalva's trip to these places.

In this island, there are 15 universities in total, among them, there is a university denominated UNACAR,

located in Colonia Benito Juárez on 56 th avenue. It has four campus and eight knowledge areas, which include

the Educational Sciences faculty. The participants that are going to be studied are intermediate and advanced

students of the English language degree belonging to this faculty.

1.9 Study limitations

In this research some of the limitations that may be found is that some students would participate impolitely.

The disposition of the students to do the tests in the appropriate way may not be the expected. Besides,

problems may arise in the scope of students as the research is going to take place in the years following the

2020, the year where the virus COVID-19 began, which left many families with serious financial problems and

which unable the study to be carried out face to face. Due to this, some students might not have the same
opportunities than others in technological matters to do the tests the manner they are going to be presented

(virtually).

Another point worth mentioning is that the researcher could have problems in the gathering of student’s GPA.

These scores are going to be requested from the faculty of Educational Sciences of UNACAR. As the students’

GPA are a part of their personal information, it would be necessary their approval to make use of this

information. Approval that could be denied to the researcher, and that can cause limitations in the generalization

of results.
CHAPTER II. LITERATURE REVIEW
In this chapter, the concepts of emotion, intelligence, and emotional intelligence are defined according to

relevant authors who have deepen into the investigation of these terms. Thanks to this, the research question and

objectives of this study can be understood easily. The research question that is intended to be answered by this

research is if there is any relationship between the levels of EI and speaking skills of UNACAR intermediate-

advanced English students, if so, to what extent does the first one relates to the second. The researcher has a

specific objective to be achieved, that is to identify to what extent EI affects the speaking skills of English

Language students at UNACAR at an intermediate-advanced level.

2.1 Emotion

Traditional thinking believes that emotions are contradictory to logic (Mayer & Salovey, 1993). In this view,

emotions are misleading, disturbing and usually mental activity blockers. Therefore, they must be controlled.

However, another view is that emotions are motivations and "the process of stimulating, sustaining and guiding

activities" (Mayer & Salovey, 1993, p. 435). Therefore, they are now seen as a source of strength and energy,

and they work hand in hand with the brain.

2.2 Intelligence

On the other hand, the definition of intelligence has always been the main source of debate. Karaduman (quoted

in Farooq, 2014, pages 8-9) provides a useful set of definitions, as shown in the following table:

Table 1. Intelligence definitions

Authors Definition

Colvin Ability to learn or having learned to adjust oneself to the environment.

 Dearborn The capacity to learn or profit by experience.

Descartes The ability to judge true from false.

Freeman Sensory capacity, capacity for perceptual recognition, quickness, range or flexibility of

association, facility and imagination, span of attention, quickness and alertness in

response

Haggerty Sensation, perception, association, memory, imagination, discrimination, judgment, and

reasoning.

Hennon The capacity for knowledge and knowledge possessed.

Peterson A biological mechanism by which the effects of complexity of stimuli are brought

together and given a somewhat unified effect in behaviour.

Pitner Ability to adapt oneself to new situation in life.

Terman The ability to carry on abstract thinking.

Thorndike The power of good responses from the point of view of truth or facts.

Wechsler The aggregate or global capacity of individual to act purposefully, to think rationally,

and to deal effectively with the environment.

Woodrow The capacity to acquire capacity.

As shown above, all definitions have a common fact, that is, intelligence is a mental ability to reason, learn and

take effective actions in different situations.

2.3 Emotional Intelligence

EI is related to emotion and intelligence, but it is different. Mayer and Salovey (1993) defined EI as “a subset of

social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to
discriminate among them and to use this information to guide one’s thinking and actions” (p. 437). Social

intelligence is "the ability to understand and manage people" (p. 438). EI is broader than social intelligence

because it includes reasoning about social, as well as personal problems. Mayer and Salovey (1993) redefined

the definition of EI and considered it to be “the capacity to process emotional information accurately and

efficiently, including that information relevant to the recognition, construction, and regulation of emotion in

oneself and others” (page 438). Goleman (1995) pointed out that EI is:

The ability to love and be loved by friends, partner and family members (…) to motivate one and persist in the

face of frustration, to control impulses and delay gratification; to regulate one’s moods and keep distress from

swapping the ability to think; to emphasize and to hope. (p. 34)

2.3.1 Emotional intelligence skills and competencies

There are different descriptions about EI skills and competencies. In this part, it is going to be seen the

taxonomy suggested by BarOn (2005).

BarOn (2004) identified 11 emotional competencies and classified them into 5 main skills with 15 subskills.

The first one is Intrapersonal (containing 5 subskills): emotional self-awareness, assertiveness, self-regard, self-

actualization, and independence. Intrapersonal skill is “the capacity to understand the internal aspects of the self

and to practice self-discipline” (BarOn, 2004, p. 124). Intrapersonal skill refers to a person's understanding of

themselves, which makes them flexible and able to get along with the new environment. Recognizing personal

feelings, abilities, strengths, and weaknesses is very important for learning how to control oneself and enhance

personal performance (especially in new situations) to achieve goals.

Second, Interpersonal (containing 3 subskills): empathy, interpersonal relationships, and social responsibility.

Interpersonal skill is defined as the “individual’s ability to perceive the moods, intentions and feelings of others
and to respond effectively to these” (Mandell and Pherwani, 2003, p. 19). This is the ability to identify others’

opinions, emotions, intentions, and differences in the effective communication and to have good social

relationships.

In the third place, it can be found Adaptability competency (containing 3 subskills): problem solving, reality

testing and flexibility. Adaptability means to be flexible and calm when facing and reacting to unexpected

difficulties, sudden changes, or problematic situations, using effective problem-solving strategies (Saarni,

2007).

Next, Stress management (containing 2 subskills): stress tolerance and impulse control. It is the ability “to cope

with aversive emotions and distressing circumstances by using self-regulation strategies that lessen the intensity

or temporal duration of stress” (Saarni, 2007, p. 17).

Finally, General mood (containing 2 subskills): happiness and optimism. It is the ability to expect and interpret

situations and events to be good and happy; to be satisfied with life and see the brightest side of it; to have

positive thinking and to see the ‘full half of a glass of water and not the empty one’ (Khalili, 2013).

2.3.2 Models of Emotional intelligence

Due to different opinions that researchers have about what comprises EI, two models emerged from them that

are ability and mixed models.

2.3.2.1 Ability Model

Salovey and Mayer (1990, 1995) are defenders of the EI ability model. After studying the terms intelligence and

emotion, they concluded that these terms are not actually contradictory, and there is a close relationship

between thoughts and emotions. Their EI theory says that, like other types of intelligence, EI is a set of mental
abilities that can find right answers to psychological questions, correlate with other intelligence measures, and

develop with age (Salovey & Mayer, 1995).

The ability model of EI consists of four EI skills:

a) Perceiving emotions. This ability covers identifying and differentiating emotions that a person has or

observes in others.

b) Using emotions (to facilitate cognition). It refers to using emotions to simplify and guide cognitive thinking;

thus, a person can find answers to certain problems more easily and effectively.

c) Understanding emotions. It is the ability to establish links among emotions or understand the root resulting in

several of them.

d) Managing emotions. It contains controlling emotions and responding accordingly in social contexts.

2.3.2.2 Mixed Model

Mixed model has been studied by Goleman and BarOn, who state that “it mixes multiple aspects of personality

at once even though they might not be directly related to EI” (Roohani, 2009). Two examples of mixed model

approaches of EI are Goleman’s model of competencies and BarOn Model of Emotional-Social Intelligence

(ESI). According to them, mixed models have “a mélange of abilities, behaviors, and general disposition and

conflate personality attributes -such as optimism and persistence- with mental ability” (Goleman, 2001). So,

mixed models focus on EI skills as well as on personality features and social skills as necessary components of

EI.

The first EI skill that integrate Goleman’s model is self-awareness, which means being aware of one’s feelings

and acting accordingly. Secondly, managing emotions, that is, having control over one’s emotions. Third,

motivating oneself, which is regulating emotions for a purpose and to achieve it despite limitations. Then,
empathy, which means understanding others’ feelings and respect their emotions. Finally, social skills: having

the ability to understand social relationship features, thus having smooth relationships with others.

2.3.3 Emotional intelligence training

Many researchers (e.g., Jacobs, 2001; Gardner, 1983; Cherniss & Goleman, 2001) state that EI skills and

competences can be taught, learned and developed in any person. Training is “the organized procedure by

which people learn knowledge and/or skill for a definite purpose” (Cherniss & Goleman, 2001). It is the process

of acquiring specific skills to perform as qualified and proficient as possible (Kahraman, 2013). In other words,

training is the process of acquiring specific skills and attitudes through practicing the new information.

Due to its relationship with stress and emotion management, EI may have a strong influence on students’

proficiency. So, EI training seems a critical aspect to consider for their future as professionals.

According to Goleman (1998), unlike Intelligence Quotient (IQ), EI can be developed over time, and EI

competencies can be improved with practice. So, schools can be “a place where students feel respected, cared

about, and bonded to classmates‟ if students are educated in EI (Goleman, 1995).

2.4 Speaking

Speaking is defined as generating auditory signals, which aims to produce different verbal responses in an

audience. It is considered to combine sounds in a systematically to form meaningful words based on language

specific principles (Bygate, 1987). Eckard & Kearny (1981), Florez (1999) and Howarth (2001) define speaking

as a two–way process involving a true communication of ideas, information or feelings. Burns & Joyce (1997)

and Luoma (2004) define speaking as the interactive process of constructing meaning, involving production,

reception, and process of information. Its form and meaning depend on the environment in which it occurs,
including the participants themselves, their physical environment, and the purpose of speaking. It is usually

spontaneous, open and evolving. However, speech is not always unpredictable. It is possible to identify

language functions (or patterns) that tend to recur in certain contexts.

2.5 Speaking Proficiency

Adult native speakers differ in their communication success when speaking. Some people speak slowly, some

speak fast. Some people have slurred speech, while others have fluency. Some people’s speech is characterized

by short utterances one behind another, false beginnings and self-correction, while others have long and

flawless speech (Levelt, 1989). These differences may also appear in the speaker’s speech who use a second

language (L2). However, compared with speaking in their first language (L1), speakers in the L2 experience

more problems in finding the right words, providing the correct syntactic form for their pronunciation, and

expressing their pronunciation correctly and fluently.

CHAPTER III. METHODOLOGY
In the previous chapter the research questions regarding this study were mentioned, that are if there is any

relationship between the levels of EI and speaking skills of UNACAR intermediate-advanced English language

students, as well as to what extent the level of EI relates to speaking proficiency in English Language students

at UNACAR at an intermediate-advanced level. Furthermore, it was mentioned the main objective of this

research, that is to analyze to what extent EI affects the speaking skills of English Language students at

UNACAR at an intermediate-advanced level. Along with, the specific objectives of this study are to detect the

role of EI on the acquisition and development of speaking skills, and to detect the emotional components that

most affect speaking skills.

3.1 Research approach and type

It has been determined that this study must follow a quantitative approach. In general terms, Cresswell (1994)

states that a quantitative research is “explaining phenomena by collecting numerical data that are analyzed using

mathematically based methods (in particular statistics)”. In other words, quantitative studies aim to comprehend

phenomena from peoples’ perspectives that implies quantified features.

For a better understanding, according to Richard, A., and Elwood F. (2005) a quantitative research is

particularly strong at studying large groups of people and making generalizations from the sample being studied

to broader groups beyond that sample. In other words, quantitative studies are designed to understand

phenomena in a specific group and to infer about bigger groups beyond those studied.

Given these points, this research is quantitative in its nature since it is based on the extent EI affects speaking

skills proficiency in intermediate-advanced English language students. That is to say, the participant’s responses

in two different questionnaires will correlate each other to start discussion on it and finally state conclusions.

Continuing with an explanation of the type of this research, which is descriptive, Lans, W. and Van der Voordt

(2002) state that it is characteristic for descriptive research that it is restricted to factual registration and that
there is no quest for an explanation why reality is showing itself this way. Another characteristic of descriptive

research also mentioned by them is objectivity or neutrality. It means it is about describing how reality is.

3.2 Research Design

The design of this research aims to integrate the components of the study coherently and logically. It is a

systematic way to present each feature the study implies, the stages, the collection of data and analysis and

interpretation of it.

In this research there is a hypothesis to sustain, which is that the higher the level of emotional intelligence, the

more developed the students’ speaking skill proficiency will be, and the general objective is to determine to

what extent EI affects those skills. In short, the design of this study is a collection of statistical results provided

to explain the nature of it. Based on this, a correlational methodology is the most suitable for this study.

3.3 Instruments

For this research, two specific data-collection instruments were necessary, which allow the researcher to gather

the information required to answer the research questions stated in this study. The instruments were chosen

based on previous related researches taking into account the factors affecting the participants, the facilities, the

time given for the study, and the pandemic situation that the island if facing.

3.3.1 Trait Meta-Mood Scale (TMMS-24)

https://forms.gle/bQSymxNL2isam1Vm9

The TMMS-24 is based on the Trait Meta-Mood Scale (TMMS) of the Salovey and Mayer research group. The

original scale is a trait scale that assesses meta-knowledge of emotional states through 48 items. Specifically,
the skills with which we can be aware of our own emotions as well as our ability to regulate them. This scale

assesses people′s beliefs about their own emotional intelligence. Specifically, on their ability to attend, clarify

and repair their emotional states.

The TMMS-24 contains three key dimensions of EI with 8 items each: Emotional Attention, Emotional Clarity,

and Emotional Repair. Table 1 shows the three components. The scale consists of a 24-item Likert-type scale on

which participants are required to rate the extent to which they agree with each item (1 = Strongly disagree and

5 = Strongly agree).

Table 1. EI components in the test

Definition

Emotional Attention I am able to attend to feelings appropriately.

Emotional Clarity I understand my emotional states well.

Emotional Repair I am able to regulate emotional states appropriately.

To revise and obtain a score for each of the factors, it is necessary to sum up items 1 to 8 for the Attention

factor, items 9 to 16 for the Clarity factor, and items 17 to 24 for the Repair factor. Then, the score on each of

the tables presented are observed. The cut-off points for men and women are shown (table 2), since there are

differences in the scores for each of them. It is important to say that the accuracy and reliability of the results

obtained depend on how honest the participants were in answering the questions.

Table 2. Attention

Men Scores Women Scores

Need to improve attention: pay little attention Need to improve attention: pay
 <21

<24

Adequate attention Adequate attention

22 to 32 25 to 35

Need to improve attention: pay too much attention Need to improve attention: pay too much attention

>33 >36

Table 3. Clarity

Men Scores Women Scores

Need to improve comprehension Need to improve comprehension

<25 <23

Adequate comprehension Adequate comprehension

26 to 35 24 to 34

Excellent comprehension Excellent comprehension

>36 >35

Table 4. Repair

Men Scores Women Scores

Need to improve regulation Need to improve regulation

<23 <23

Adequate regulation Adequate regulation

24 to 35 24 to 34

Excellent regulation Excellent regulation

 >36

>35

Reliability of the instrument.

The reliability of the instrument was developed by Górriz et al. (2021) in an attempt to validate the TMMS-24

in three Spanish-speaking countries: Argentina, Ecuador, and Spain where they had a sample of 1048 adults

selected by convenience from different cultures. In general, all items seem to make an adequate contribution to

the scale as a whole. The reliability of the different dimensions is adequate for the whole sample considering the

Cronbach’s alpha (attention: α = 0.88; clarity: α = 0.87; repair: α = 0.87), as well as when considering the

Spanish sample (attention: α = 0.90; clarity: α = 0.87; repair: α = 0.87), the Argentinean sample (attention: α =

0.83; clarity: α = 0.86; repair: α = 0.85) and the Ecuadorian sample (attention: α = 0.86; clarity: α = 0.86; repair:

α = 0.83). When comparing data from the three samples reliability seems to be higher in the Spanish one. All

the results are also adequate when considering the composite reliability coefficient (CRC). These results do not

improve when removing any of the items.

Validity of the instrument.

After analyzing the reliability of the scale, the next step was to study its validity. First, the adequacy of the data

was analyzed by the Kaiser-Meyer-Olkin test (KMO); >0.80 is an adequate value. The results showed KMO

values of 0.90 for the whole sample, 0.89 for the Spanish sample, 0.83 for the Argentinian sample, and 0.86 for

the Ecuadorian sample. Bartlett’s test of sphericity was adequate (p < 0.001) in all samples. Mean component

analyses were used to calculate an exploratory factor analysis (EFA), with eigenvalues greater than 1 criterion.

This criterion was confirmed by both the analysis of the screen test and by a parallel analysis (PA). The final

model was composed of three factors as the original structure, which accounted for 61.71% from the whole
sample; 63.54% from the Spanish sample; 58.30% from the Argentinian sample, and 58.22% from the

Ecuadorian sample.

3.3.2 General Speaking Test

In the Speaking test, the participants will have a discussion with a certified teacher (an external evaluator). It

will be interactive and as close to a real-life situation as a test can get. The Speaking test is 11-14 minutes long

and it is divided into three parts. In the first part, they will answer questions about themselves and their family.

Secondly, students will speak about a specific topic. Finally, they will have a longer discussion about the topic

introduced in the second part. The Speaking test is the same for all participants.

As there are not right or wrong responses, the evaluator will give a score to the participant ranging between 1 to

10 points based on the number of mistakes and stops or pauses that the participant makes. The scores for this

part will be divided into 5 categories: 1-2 points means ‘very much below average’, 3-4 points means ‘below

average’, 5-6 points means ‘average’, 7-8 points means ‘above average’, 9-10 points means ‘very much above

average’.

3.4 Participants

The population of the present study will be selected by convenience, this means they will be willing to

participate as they are students at the same university of the researcher, and most of them are equally in need of

other students to participate in their studies, so they are available when the researcher need them. They will be

around 6 male and female intermediate and advanced English Language Bachelor’s Degree students from the

department of Education Sciences at UNACAR. They are all native Spanish speakers who are learning English

as a second language. Their ranges of age are from 19 to 27. The underlying reason behind this choice is their

knowledge of English which it is assumed that allows them to participate in the experiment. In addition, the
average or above average proficiency of advanced students who have been studying English for about three

years allows them to speak relatively fluently. They have been selected randomly to be the sample of this study.

3.5 Research Process

The researcher identified the problem since it is affecting her classmates in different levels of English, as well

as herself. It was necessary to investigate about the situation and it was found that there is the same problem

affecting the same kind of students in other countries. Background, experiences and questions arose from this

research. Due to this, the researcher found information relevant to this study through different sources which

helps the researcher manage the situation.

Based on the information found, a hypothesis was set up, which is that the higher the level of emotional

intelligence, the more developed the students’ speaking skills will be, while the general objective of this study is

to analyze to what extent EI affects the speaking skills of English Language students at UNACAR at an

intermediate-advanced level.

For this study it was selected a quantitative and correlational method. Participants were asked to respond an EI

questionnaire and a speaking test, both including Likert scales that allows the researcher to collect data and

measure the correlation between those two scores of each participant through a Pearson correlation coefficient

procedure.

3.6 The Pearson Correlation Test

Since we are investigating the relationship between two variables, the most appropriate and used test is the

Pearson Product-Moment Correlation Coefficient, sometimes called the Linear Correlation Coefficient r. It is a
statistical technique that measures the strength and the direction of a linear relationship between two variables.

In this case, the variables are the EQ-I and speaking proficiency levels.

First, it is necessary to examined if it does exist a linear relationship between the two research variables using a

diagram to draw virtually the results and facilitate the observation. Then, the drawing will show dots in a

straight line with a direction from the lower left to the upper right part of the diagram. If this occurs, it means

that there is a positive correlation, which will mean that high EQ-i levels are associated with high speaking

proficiency levels.

The Pearson Product-Moment Correlation Coefficient is given by the letter r and it is always between -1 and 1.

In social sciences, r is meaningful if: r > +0.6 or r < -0.6 (Batumlu & Erden, 2007). The mathematical formula

for computing r is:

n ∑ xy−(∑ x)( ∑ y)
r¿
√[n ∑ x −( ∑ x ) ]¿ ¿ ¿
2 2

Where x is the first variable score (EQ-i score); y is the second variable score (speaking test score), and n is the

sample size (number of participants).

Positive relationship is not the only result that could be obtained, there are also four more ways to represent the

results. They are:

Negative relationship. The closer r is to -1, the stronger the negative linear correlation between the two

variables is. This means that as the values of the first variable increase, values of the second variables decrease,

and vice versa. An r value of exactly -1 indicates a perfect negative fit.

No relationship: The closer r is to 0, the weaker the linear correlation between the two variables is. If r is near to

zero, this means that there is a random and a nonlinear relationship between the two variables. In addition, if r ≤

0.05 the test is significant. This indicates that a statistically significant relationship exists between the two
research variables. If r ≥ 0.05 the test is not significant and therefore, there is no significant relationship

between the two research variables.

3.7 Pilot Study Report

This pilot study was made with 4 participants from the bachelor’s degree in English Language of UNACAR at

an intermediate-advanced level. They were 23, 24, 24, and 26 years old. They were one female student and

three male students randomly selected. The researcher used the Pearson Correlation procedure to identify if

there is a correlation between student’s level of EI and their speaking proficiency.

The instruments that helped the researcher to achieve her objectives were the EQ-i including 133 items

concerning EI management and a general speaking test which includes 10 total points to be measured by the

external evaluator.

3.7.1 Results

1. EQ-I average grade: 72/133. Ranging between 59 - 85

2. Speaking test average grade: 5/10. Ranging between 4 - 6

3. Strong positive correlation between student’s EI and Speaking proficiency.

In conclusion of this chapter, the methodology of this study was introduced by describing the research approach

and type, which is a quantitative descriptive one. Then the instruments were presented, which are two, the

Emotional Quotient Inventory (EQ-i) and the General Speaking Test. Then, the researcher utilized the Pearson

Correlation Test in order to represent the results of the participants. They were described giving their general

information, such as their English level, age, and place of studies so that they can be easily identified in the

following chapters. The relationship between the EI levels and speaking proficiency is 0.40, which means that it
is a strong positive correlation between them. This means that students who have high levels of EI tend to do

better at speaking activities. External factors did not influence in the values.
CHAPTER IV. RESEARCH DATA REPORT
This chapter portrays the results obtained through the study applied to six UNACAR intermediate-advanced

English language students. First, the participants’ scores of the EI questionnaire and speaking test are presented,

followed by the Pearson correlation coefficient between them, which indicates their type of relationship.

Finding if there is any relationship between the levels of EI and speaking skills of UNACAR intermediate-

advanced English language students is one of the research questions of this study. Besides, it is intended to find

out to what extent the level of EI relates to speaking proficiency in English Language students at UNACAR at

an intermediate-advanced level. For that, it was decided to elaborate a quantitative study with a correlational

method. The participants were asked to respond an EI questionnaire and a speaking test, both including Likert

scales that allows the researcher to collect data and measure the correlation between those two scores of each

participant through a Pearson correlation coefficient procedure.

4.1 Results

The results of the EI questionnaire that were obtained were an average grade of 73 out of 133, ranging between

58 and 85. The speaking test average grade was 5 out of 10, ranging between 4 and 7. Such results meant that it

does exist a strong positive correlation between student’s EI and speaking proficiency.

Formula 4.1 Mean of EQ-i scores

∑ xi
x= i=1
n

58+69+77+ 85+71+ 83
x=
6

443
x=
6

x=73.83=73
Formula 4.2 Mean of speaking test scores

∑ xi
x= i=1
n

4 +5+6+7 +5+7
x=
6

34
x=
6

x=5.66=5

To measure the relationship between EI and speaking skills, Pearson Correlation values were used. A formula

was applied attempting to find the Pearson Product Moment Correlation Coefficient, which was 0.40 (see

formula 4.3). It meant that there is a strong positive correlation between the mentioned variables.

4.2 Operational Data

The previos data was obtained to calculate the correlation between the EI levels and Speaking proficiency.

n = participants

x = EQ-i score

y = Speaking test score

Table 4.1 Operational data

n x y xy x^2 y^2
A 58 4 232 3364 16
B 68 5 340 4624 25
C 77 6 462 5929 36
D 85 7 595 7225 49
E 71 5 355 5041 25
F 83 7 581 6889 49
∑ 6 442 34 2565 33072 200

Formula 4.3 Pearson Product Moment Correlation Coefficient

r n ∑ xy−(∑ x)(∑ y)
xy=¿ ¿
√ [n ∑ x − (∑ x ) ] ¿¿¿
2 2

r 6 ( 2565 ) −(442)(34 )
xy=¿ ¿
√ [6 (33072 )−(442 ) ] ¿¿¿2

r 15390−15028
xy=¿ ¿
√ [198432−195364][ 1200−1156]

r 362
xy=¿ ¿
√ [3068][ 44]

r 362
xy=¿ ¿
√ 134992

r 362
xy=¿ ¿
367.412574636

r xy=¿0.98 ¿

Graph 4.1 Dispersion of the EQ-i and Speaking test scores

 8
7
6
SPEAKING SCORE

5
4
3
2
1
0
55 60 65 70 75 80 85 90
EQ-i SCORE

In short, emotional intelligence affects speaking skills on intermediate-advanced English language students. The

relationship between the EI levels and speaking proficiency is 0.98, which means a very strong positive

correlation between them validating the hypothesis stated, which is the higher the level of emotional

intelligence, the more developed the students’ speaking skills will be. This means that students who have high

levels of EI tend to do better at speaking activities. As the researcher found out, emotional intelligence plays an

important role in speaking skills.

CHAPTER V. DISCUSSION AND RECOMMENDATIONS
The main aim of this research was to find out to what extent Emotional Intelligence relates to speaking

proficiency on intermediate-advanced English language students studying at UNACAR. The participants were

randomly selected, comprising males and females of between 19 and 27 years old to carry out this satudy. An

Emotional Intelligence test and a General Speaking test were needed to gather data.

The results showed that the students who have a high level of EI did better on the speaking test. These outcomes

are close to those on Zarezadeh’s (2013), which indicates that emotional intelligence affects English language

learning, as well as that there are correlations between emotional quotient (EQ), language skills, and educational

achievement. He states that intrapersonal and interpersonal intelligences, as well as general mood are

fundamental requirements in the speaking skill of individuals. He concluded that emotional intelligence plays

an effective function in the speaking skill.

In Duygu’s (2012) research it was found that students’ level of EI influence their performance during speaking

classes in a foreign language. In his study, he states that speaking is one of the most difficult skills to teach and

that it could be due to students’ demotivation, self-confidence, and self-awareness, which are important

components of the EI. On the other hand, the study of Soodmand and Rahimi (2014) focuses on the relationship

among emotional intelligence, critical thinking, and speaking abilities of Iranian EFL learners. They claim that

EI, as well as critical thinking are highly correlated with speaking skills, which should be encouraged by

teachers so that students achieve fluency in a foreign language.

This study is an attempt to find out if there is any relationship between the levels of EI and speaking skills of

UNACAR intermediate-advanced English language students, as well as to identifying to what extent the level of

EI relates to speaking proficiency. The main objective of the research was to analyze to what extent EI affects

the speaking skills of the participants included with the focus on detecting the role of EI on the acquisitoon and

development of speaking skills. Based on this, a hypothesis was developed concerning that the higher the level

of EI, the more developed the students’ speaking skill swill be, which was proved by the results.
The study had its limitations as it was mentioned in the first chapter. Some students did not accept to participate

due to the number of items and activities that were needed for the study. Besides, the situation of the virus

taking place in the city did not allow the researcher to get in contact with the participants accurately. Despite the

limitations, the research took place virtually with intermediate-advanced students of the English bachelor degree

at UNACAR.

Based on this and the previous mentioned studies it can be concluded that EI is an important requirement in the

development of speaking skills in a foreign language such as English. There is a great relationship between the

first one and the speaking scores found among the students that were tested.

Many researchers agree with the author of this research as they also recommend students’ EI encouragement by

teachers. Teachers also should recognize students’ deficiencies or weak points and take action on the matter.

For future researchers it is recommendable to apply the EQ-i abbreviated version of 88 items in order to avoid

students’ tiredness that the complete version generates. Besides, the sample for this sort of research should be

formed by intermediate-advanced students of the English bachelor degree at UNACAR, as they have the

sufficient proficiency level for measurement matters. Researchers also should use a general speaking test that

allows them to measure students’ proficiency levels accurately as well as apply the study to a larger size of

participants. Thus, the researcher strongly believe that the results of her study contributes to the theoretical

field, and that is expands the knowledge on the topic of EI in order to supply teachers and students with helpful

suggestions.
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 Appendix 1. Evaluación de la inteligencia emocional a través del inventario de BarOn (I-CE)

Nombre: _____________________________________________________________________________________ Edad: ________ Sexo:_______

Ocupación:____________________________________________________________ Especialidad:_____________ Fecha:___________________

Inventario de inteligencia emocional (BarOn)

________________________________________________________________________________________________________________________

Introducción

Este cuestionario contiene una serie de frases cortas que permiten hacer una descripción de ti mismo(a). Para ello, debes indicar en qué medida cada
una de las oraciones que aparecen a continuación es verdadera, de acuerdo con cómo te sientes, piensas o actúas la mayoría de las veces. Hay cinco
respuestas por cada frase.

1. Rara vez o nunca es mi caso

2. Pocas veces es mi caso

3. A veces es mi caso

4. Muchas veces es mi caso

5. Con mucha frecuencia o siempre es mi caso.

________________________________________________________________________________________________________________________

Instrucciones

Lee cada una de las frases y selecciona UNA de las cinco alternativas, la que sea más apropiada para ti, seleccionando el número (del 1 al 5) que
corresponde a la respuesta que escogiste según sea tu caso. Marca con una X el número.

Si alguna de las frases no tiene que ver contigo, igualmente responde teniendo en cuenta cómo te sentirías, pensarías o actuarías si estuvieras en esa
situación. Notarás que algunas frases no te proporcionan toda la información necesaria; aunque no estés seguro(a) selecciona la respuesta más
adecuada para ti. No hay respuestas “correctas “ o “incorrectas”, ni respuestas “buenas” o “malas”. Responde honesta y sinceramente de acuerdo a
cómo eres, NO como te gustaría ser, no como te gustaría que otros te vieran. NO hay límite de tiempo, pero, por favor, trabaja con rapidez y
asegúrate de responder a TODAS las oraciones.

Declaración 1 2 3 4 5

1. Para superar las dificultades que se me presentan actúo paso a paso.

2. Es duro para mí disfrutar de la vida.

3. Prefiero un trabajo en el que se me diga casi todo lo que tengo que hacer.

4. Sé cómo enfrentar los problemas más desagradables.

5. Me agradan las personas que conozco.

6. Trato de valorar y darle el mejor sentido a mi vida.

7. Me resulta relativamente fácil expresar mis sentimientos.

8. Trato de ser realista, no me gusta fantasear ni soñar despierto(a).

9. Reconozco con facilidad mis emociones.

10. Soy incapaz de demostrar afecto.

11. Me siento seguro(a) de mí mismo(a) en la mayoría de las situaciones.

12. Tengo la sensación de que algo no está bien en mi cabeza.

13. Tengo problemas para controlarme cuando me enojo.

14. Me resulta difícil comenzar cosas nuevas

15. Cuando enfrento una situación difícil me gusta reunir toda la información que pueda sobre ella.

16. Me gusta ayudar a la gente.

17. Me es difícil sonreír.

18. Soy incapaz de comprender cómo se sienten los demás.

19. Cuando trabajo con otros tiendo a confiar más en sus ideas que en las mías.

20. Creo que puedo controlarme en situaciones muy difíciles.

21. Realmente no sé para que soy bueno(a).

22. No soy capaz de expresar mis ideas.

23. Me es difícil compartir mis sentimientos más íntimos con los demás.

24. No tengo confianza en mí mismo(a).

25. Creo que he perdido la cabeza.

26. Soy optimista en la mayoría de las cosas que hago.

27. Cuando comienzo a hablar me resulta difícil detenerme.

28. En general, me resulta difícil adaptarme.

29. Me gusta tener una visión general de un problema antes de intentar solucionarlo.

30. No me molesta aprovecharme de los demás, especialmente si se lo merecen.

31. Soy una persona bastante alegre y optimista.

32. Prefiero que otros tomen decisiones por mí.

33. Puedo manejar situaciones de estrés, sin ponerme demasiado nervioso.

34. Pienso bien de las personas.

35. Me es difícil entender cómo me siento.

36. He logrado muy poco en los últimos años.

37. Cuando estoy enojado(a) con alguien se lo puedo decir.

38. He tenido experiencias extrañas que no puedo explicar.

39. Me resulta fácil hacer amigos(as).

40. Me tengo mucho respeto.

41. Hago cosas muy raras.

42. Soy impulsivo(a), y eso me trae problemas.

43. Me resulta difícil cambiar de opinión.

44. Soy bueno para comprender los sentimientos de las personas.

45. Lo primero que hago cuando tengo un problema es detenerme a pensar.

46. A la gente le resulta difícil confiar en mí.

47. Estoy contento(a) con mi vida.

48. Me resulta difícil tomar decisiones por mí mismo(a).

49. No puedo soportar el estrés.

50. En mi vida no hago nada malo.

51. No disfruto lo que hago.

52. Me resulta difícil expresar mis sentimientos más íntimos.

53. La gente no comprende mi manera de pensar.

54. Generalmente espero lo mejor.

55. Mis amigos me confían sus intimidades.

56. No me siento bien conmigo mismo(a).

57. Percibo cosas extrañas que los demás no ven.

58. La gente me dice que baje el tono de voz cuando discuto.

59. Me resulta fácil adaptarme a situaciones nuevas.

60. Cuando intento resolver un problema analizo todas las posibles soluciones y luego escojo la que considero
mejor.

61. Me detendría y ayudaría a un niño que llora por encontrar a sus padres, aun cuando tuviese algo que hacer en ese
momento.

62. Soy una persona divertida.

63. Soy consciente de cómo me siento.

64. Siento que me resulta difícil controlar mi ansiedad.

65. Nada me perturba.

66. No me entusiasman mucho mis intereses.

67. Cuando estoy en desacuerdo con alguien soy capaz de decírselo.

68. Tengo tendencia a fantasear y a perder contacto con lo que ocurre a mi alrededor.
69. Me es difícil llevarme con los demás.

70. Me resulta difícil aceptarme tal como soy.

71. Me siento como si estuviera separado(a) de mi cuerpo.

72. Me importa lo que puede sucederle a los demás.

73. Soy impaciente.

74. Puedo cambiar mis viejas costumbres.

75. Me resulta difícil escoger la mejor solución cuando tengo que resolver un problema.

76. Si pudiera violar la ley sin pagar las consecuencias, lo haría en determinadas situaciones.

77. Me deprimo.

78. Sé cómo mantener la calma en situaciones difíciles.

79. Nunca he mentido.

80. En general me siento motivado(a) para continuar adelante, incluso cuando las cosas se ponen difíciles.

81. Trato de continuar y desarrollar aquellas cosas que me divierten.

82. Me resulta difícil decir “no” aunque tenga el deseo de hacerlo.

83. Me dejo llevar por mi imaginación y mis fantasías.

84. Mis relaciones más cercanas significan mucho, tanto para mí como para mis amigos.

85. Me siento feliz con el tipo de persona que soy

86. Tengo reacciones fuertes, intensas, que son difíciles de controlar.

87. En general, me resulta difícil realizar cambios en mi vida cotidiana.

88. Soy consciente de lo que me está pasando, aun cuando estoy alterado(a).

89. Para poder resolver una situación que se presenta, analizo todas las posibilidades existentes.

90. Soy capaz de respetar a los demás.

91. No estoy muy contento(a) con mi vida.

92. Prefiero seguir a otros a ser líder.

93. Me resulta difícil enfrentar las cosas desagradables de la vida.

94. Nunca he violado la ley.

95. Disfruto de las cosas que me interesan.

96. Me resulta relativamente fácil decirle a la gente lo que pienso.

97. Tiendo a exagerar.

98. Soy sensible ante los sentimientos de las otras personas.

99. Mantengo buenas relaciones con los demás.

100. Estoy contento(a) con mi cuerpo

101. Soy una persona muy extraña.

102. Soy impulsivo(a).

103. Me resulta difícil cambiar mis costumbres.

104. Considero que es muy importante ser un(a) ciudadano(a) que respeta la ley.

105. Disfruto las vacaciones y los fines de semana.

106. En general tengo una actitud positiva para todo, aun cuando surgen problemas

107. Tengo tendencia a depender de otros.

108. Creo en mi capacidad para manejar los problemas más difíciles

109. No me siento avergonzado(a) por nada de lo que he hecho hasta ahora.

110. Trato de aprovechar al máximo las cosas que me gustan y me divierten.

111. Los demás piensan que no me hago valer, que me falta firmeza.

112. Soy capaz de dejar de fantasear para volver a ponerme en contacto con la realidad.

113. Los demás opinan que soy una persona sociable.

114. Estoy contento(a) con la forma en que me veo.

115. Tengo pensamientos extraños que los demás no logran entender.

116. Me es difícil describir lo que siento.

117. Tengo mal carácter.

118. Por lo general, me trabo cuando pienso acerca de las diferentes maneras de resolver un problema.

119. Me es difícil ver sufrir a la gente.

120. Me gusta divertirme.

121. Me parece que necesito de los demás más de lo que ellos me necesitan.

122. Me pongo ansioso(a).

123. No tengo días malos.

124. Intento no herir los sentimientos de los demás.

125. No tengo una buena idea de lo que quiero en la vida.

126. Me es difícil hacer valer mis derechos.

 127. Me es difícil ser realista.

128. No mantengo relación con mis amistades.

129. Haciendo un balance de mis puntos positivos y negativos me siento bien conmigo mismo(a).

130. Tengo una tendencia a explotar de cólera fácilmente.

131. Si me viera obligado(a) a dejar mi casa actual, me sería difícil adaptarme nuevamente.

132. En general, cuando comienzo algo nuevo tengo la sensación de que voy a fracasar.

133. He respondido sincera y honestamente a las frases anteriores.

Google Forms Instrument

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 Appendix 2. General Speaking Test

Part I.
General conversation (saying who you are, asking for and giving individual information, spelling).
In this section the examiner invites the participant to ask questions in order to elicit information about personal
details, hometown, school, jobs, family. At an appropriate point, the participant should be asked to spell
something (e. g. name, hometown, e-mail address, etc).
Points P1: ________ (0-3)
Time: 3 minutes
Part II.
Responding to visual prompts (describing and interpreting a picture or a photograph,
talking about likes and dislikes)
Examiner says: please tell me what you can see in this photograph.

After 2 minutes examiner says: This photograph shows people celebrating. Now, I’d like you to talk about days
that are special for you and what you do to celebrate on those days.
Allow the participant enough time to complete the task without intervention. Prompt only if necessary.
Points P2: ________ (0-3)
Time: 5 minutes
Part III.
Simulated situation (making and responding to suggestions, agreeing and disagreeing; making choices)
Examiner says: I’m going to describe a situation to you.
A school in your area wants to open a shop for students. Talk about the type of things the shop should sell and
which things will be the most popular. Explain why and discuss your opinion.
Here is a picture with some ideas to help you.

Pause for a few seconds and then repeat the information.

Allow the candidates enough time to complete the task without intervention. Prompt only if necessary.

Examiner says: Thank you. That’s the end of the test.

Points P3: ________ (0-4)
Time: 4 minutes

Total points: _________

Scale
1-2 points: Very much below average
3-4 points: Below average
5-6 points: Average
7-8 points: Above average
9-10 points: Very much above average

Google Forms Instrument

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