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Coeducation environment _which in Iran is just enjoyed in universities_ is an unfamiliar educational environment for Iranian students and may influence the total outcome of teaching and learning. The present research focuses on the impact of coeducation on speaking ability. A longitudinal study was undertaken on 20 subjects, chosen from 2 universities in which both coeducation and single-sex education were enjoyed. The probable influence of sex, family income, language proficiency, and extroversion/introversion variables were controlled. Furthermore, the probable impact of attending extra conversation classes was eliminated. Analyzing the results of pre-test and post-test of speaking indicated that single-sex system is better for male students, but no significant difference was observed for female students. This negative influence of coeducation system on the speaking ability of the male students and probably the total gains of teaching and learning do worth revisions on educational system provided that it could be confirmed by meticulous replications. [ABSTRACT FROM AUTHOR]

The current study was after investigating the tentative link(s) between Emotional Intelligence (EQ, also EI) and risk-taking among Iranian EFL learners. For this purpose, 011 EFL language learners completed the "Emotional Intelligence Questionnaire" and the "Risk taking self-report Questionnaire". The data were analyzed using descriptive statistics and correlation analysis. The analysis of the data revealed that there is no correlation between the students' risk taking and their EQ. But it revealed that five of the subscales of EQ have a predictive power of learners' Risk-taking. The results help understand the relationship between students' emotional intelligence and their risk-taking. [ABSTRACT FROM AUTHOR]

The current study was after investigating the tentative link(s) between enhancing Emotional Intelligence (EI) and progress in performance in cloze test among Iranian university students. For this purpose, 39 students in treatment and control group completed the "Emotional Intelligence Questionnaire" and answered a cloze test as pre-test; afterwards, they received instructions on EQ and strategies to enhance it. At the end of the course, the same cloze test was administered as post-test. The data were analyzed using descriptive statistics and independent samples t-test. The analysis of the data revealed that there is a significant difference in the progress of students' score in cloze test in two groups. The results help understand how students' emotional intelligence enhancement influences cloze test scores and also possibly in a broader scale, testing. [ABSTRACT FROM AUTHOR]