Author(s): Ehsan Namazian Dost, Asadallah Hashemifardnya, Venus Jalali

Abstract: The present study investigated the effects of self-awareness instruction on Iranian pre-university students' English achievement. It was also designed to see whether Iranian pre-university students’ self-awareness was affected by instruction of self-awareness activities or not. To fulfill the objectives of the study, 60 female students from Efaf pre-university school, Ahvaz, Iran, were selected and divided into two groups- one control group and one experimental group. Then a self-awareness questionnaire and a pre-test- Final English Exam of Third Grade High School- were given to both groups. The experimental group received the instruction on self-awareness but control group did not receive it. After the treatment which lasted six weeks, a post-test and the previous self-awareness questionnaire were administered to both groups. The data were analyzed through Kolmogorov-Smirnov (K-S) Test, Independent T-Test and Paired T-Test and the findings showed that instruction of self-awareness had positive impacts on Iranian pre-university students’ English achievement. The results indicated that their self-awareness improved through instruction of self-awareness activities.

Keywords: Emotional Intelligence, Self-Awareness, English Achievement, Affective Domain.