The primary objective of the present investigation was to empirically examine the potential correlation between the emotional intelligence of students and their reading comprehension. The study focused on 53 eleventh-grade students from Nazarbayev Intellectual School in Turkistan, Kazakhstan, selected from two classes. A reading comprehension test, specifically the IELTS reading comprehension section, was administered to assess the students' reading comprehension abilities. Additionally, the participants completed the USMEQ-i, as developed by Yusoff (2010), to measure their emotional intelligence. Statistical analyses, employing the Pearson Product Moment formula and Regression Analysis through the SPSS program, were conducted to ascertain both the correlation and the influence between emotional intelligence and reading comprehension.

The findings revealed a statistically significant positive correlation between students' emotional intelligence and reading comprehension, as indicated by an r-value of .661. Furthermore, it was determined that students' emotional intelligence exerted an influence of 43.7% on their reading comprehension.

The concept of Emotional Intelligence (EI) originated in 1990 with Salovey and Mayer, aligned with earlier work on social intelligence and Gardner's intrapersonal and interpersonal intelligences. Daniel Goleman popularized it in 1995 with his book "Emotional Intelligence: Why It Can Matter More than IQ." Emotional intelligence involves using emotions to guide thinking and action, as well as facing challenges. It combines emotions and intelligence, considering emotions as valuable sources of information for navigating the social environment.

Reading comprehension is now recognized as a multifaceted skill, involving both lower-level and higher-level processing. This complexity affects slow readers, leading to a lack of motivation and self-efficacy in processing target language reading. Consequently, individuals with poor reading comprehension struggle to grasp the essential meaning. To address this issue, there's a suggestion that developing students' emotional intelligence is crucial. High emotional intelligence, as highlighted by Downey et al. (cited in Abdolrezapour, 2013), is linked to enhanced motivation, planning, and decision-making. These emotional competencies positively impact academic performance.

Human behavior is influenced by emotions, and individuals with strong emotional intelligence can manage their emotions effectively, leading to clearer thinking. Reading comprehension, a cognitive task, can be challenging, with readers sometimes feeling bored, hindering cognitive processing. Bryant (2007) suggests that reading comprehension involves emotional processing. Emotional intelligence integrates intellect and emotion, considering emotions as valuable sources of information for sense-making (Salovey & Grewal, 2005). Proficiency in comprehension correlates with emotional intelligence, as language learning involves communication, and understanding and controlling emotions are integral (Fani, 2015b).

This research supports Nurhasnah's (2014) discovery of a significant positive correlation between students' emotional intelligence and reading comprehension in eighth-grade students. The correlation between emotional intelligence and comprehension proficiency is expected, given that language learning involves communication, understanding emotions, and the ability to control them. However, it differs from Ghabanchi and Rastegar's (2014) study, where emotional intelligence showed a weak correlation compared to intelligence quotient and reading comprehension.

The study emphasizes the importance of emotional intelligence in English language education, as supported by the influence of emotional intelligence (43.7%) on reading comprehension. This aligns with Motallebzadeh's (2009) findings, suggesting that reading comprehension is significantly influenced by emotional intelligence. Dehkordi and Bidabadi (2015) also acknowledge emotional intelligence's impact on EFL learners' reading comprehension, while Zarezadeh (2013) asserts that emotional intelligence affects English language learning. Recognizing emotional intelligence as a crucial component in education, Elias (2004, as cited in Fatum, 2008) and Downey et al. (2008, as cited in Abdolrezapour, 2013) highlight its contribution to increased motivation, planning, and decision-making, positively influencing academic performance.

The study focused on eleventh-grade students (N=60) from Nazarbayev Intellectual School in Turkistan, Kazakhstan, with 53 selected as samples. Emotional intelligence was assessed using the Universiti Sains Malaysia Emotional Quotient Inventory (USMEQ-i) by Yusoff (2010), featuring 46 items across seven domains and a faking index. Faking index scores were categorized as low (0.00–2.00), average (2.01–2.99), and high (3.00–4.00). A high faking index suggests unreliable results, warranting validation through additional analysis. USMEQ-i, validated for construct validity, demonstrated a high Cronbach's alpha coefficient (0.96) for reliability across four intervals (2, 4, 6, and 8 months). Reading comprehension was evaluated using the TOEFL Junior section with 42 multiple-choice questions, ensuring validity and reflecting language testing best practices. The reading section's reliability coefficient was 0.89, with a standard error of measurement of 10.0. USMEQ-i scores were calculated following guidelines, with domain totals divided by the respective item count. The global emotional intelligence score, excluding the faking index domain, was obtained by summing the domain scores and dividing by 39. TOEFL Junior reading comprehension was scored using a standard system, with correct answers receiving 1 point and incorrect ones scoring 0. The total score ranged from 0 to 100. Students' emotional intelligence, analyzed descriptively, exhibited a USMEQ-i score range of 1.33 to 3.23, with a total sum score of 137.26 and a mean of 2.5898, indicating an average level among eleventh-grade students. Distribution showed 15 students in high emotional intelligence (2.81-4.00) and 38 in average (1.21-2.80), with none in the low category. For reading comprehension, TOEFL Junior scores ranged from 31 to 67, with a sum of 2523 and a mean of 47.60, categorizing students as having poor comprehension. Normality and linearity tests indicated normal data. There was a linear relationship between emotional intelligence and reading comprehension. The Pearson correlation revealed a significant positive correlation (r = .661, p < .05) between emotional intelligence and reading comprehension. Students' emotional intelligence significantly influenced reading comprehension (t = 6.290, p < .05).

Firstly, the Pearson Product Moment Correlation revealed a positive and significant correlation (r = .661) between the reading comprehension and emotional intelligence of eleventh-grade students at NIS Turkistan. This positive correlation suggests that as students' emotional intelligence scores increase, their reading comprehension scores tend to increase, albeit with a modest impact on their reading comprehension achievement. The results indicate a possible connection between emotional intelligence and the approach students take during reading comprehension tests, including factors like attention-building, motivation promotion, and the activation of their will to complete the test, even when their capabilities are less proficient. This outcome aligns with prior theoretical and empirical studies, particularly supported by Motallebzadeh (2009), who found a positive relationship between emotional intelligence and reading comprehension. The contribution of emotional intelligence to improved performance on reading comprehension tests may be explained by cognitive processes involving both lower and higher-level processing. Higher-level processing involves assembling clause-level information into a text model, allowing students to build interpretations consistent with their goals, attitudes, and background knowledge. The findings also resonate with Karbalaei and Sanati (2014), indicating a strong positive relationship between emotional intelligence and reading comprehension. The study emphasizes the role of emotional processing in reading comprehension. In conclusion, the research underscores a positive and significant correlation between emotional intelligence and reading comprehension, emphasizing the importance of emotional intelligence in students' English learning, particularly in reading comprehension. Students are encouraged to be mindful of, explore, and enhance their emotional intelligence, while teachers should also consider and integrate emotional intelligence into the learning process.

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