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چکیده
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The purpose of the present study was to investigate the relationship among critical thinking, reflective thinking, emotional intelligence, and speaking ability of Iranian EFL learners. To this end, 150 EFL learners majoring in English at Bu-Ali Sina University in Hamedan, Kurdestan University and Azad University in Sanandaj were selected as the subjects of the study. The subjects took the California Critical Thinking Skills Test (CCTST) Form B, developed by Facione and Facione (1993), completed the Reflective Thinking Questionnaire (RTQ) developed by Kember et al., (2000), filled out the Bar-On (1997) emotional intelligence questionnaire, and sat an interview the results of which were checked by IELTS Speaking Skill Test. Using Chronbach’s Alpha and factor analyses the RTQ and Bar-On emotional intelligence questionnaire were found to have acceptable reliability and validity rates. The results of four separate multiple correlation analyses indicted that there was a statistically significant positive association: a) among critical thinking, reflective thinking, emotional intelligence, and speaking ability, b) among all fifteen components of emotional intelligence and speaking ability, c) among all fifteen components of emotional intelligence and critical thinking, d) among all fifteen components of emotional intelligence and reflective thinking of Iranian EFL learners. Furthermore, the results of four separate multiple regression analyses indicated that a) critical thinking was the strongest predictor of speaking ability followed by emotional intelligence, b) among the components of emotional intelligence, only reality testing strongly predicted speaking ability, c) among the components of emotional intelligence, self-regard, emotional self-awareness, and reality testing strongly predicted critical thinking, d) among the components of emotional intelligence, only self-actualisation strongly predicted reflective thinking of Iranian EFL learners. The findings imply that
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