Abstract:
This study aims to establish the correlation that exists between the emotional
intelligence of students of French as a Foreign Language (FFL) and their
choice of metacognitive oral communication strategies. Subscribing to the
practice of self-regulated learning where students take targeted actions to
attain their learning objectives, this study explores the interplay between
learners‟ affective state (emotional intelligence) and the metacognitive oral
communication strategies they employ before, during and after an oral
communicative situation in FFL. This study adopts a convergent parallel
mixed approach, with two questionnaires and a focus group discussion guide.
The participants comprise 196 learners who were chosen through random
stratified sampling. Correlation analyses indicate a) a moderate positive
correlation between the identification, expression and understanding of
emotions and the choice of interlocutor but a negligible correlation with
elaborate preparation; b) a moderate positive correlation stronger between
interpersonal competences and metacognitive strategies than between
intrapersonal competences and metacognitive strategies; and c) a weak
positive correlation between emotional intelligence and metacognitive
strategies of post-oral communication. Regression analyses show that
intrapersonal identification, interpersonal listening, regulation and utilisation
attained statistical significance in their prediction of metacognitive oral
communication strategies. In view of this, I recommend the explicit
presentation of learning strategies in the FFL curriculum in Ghana in order to
facilitate their use by learners and teachers of FFL.
