Abstract
Distance learners studying English confront emotionally demanding obstacles. A mixed methods study was conducted to explore the role that distance learners’ emotional intelligence (EI) plays as they learn English. In phase one of the study, 238 students responded to a composite questionnaire that yielded their EI scores, demography, and viewpoints regarding the English course. In phase two, 18 volunteers selected based on their EI scores were interviewed to obtain qualitative data to build upon the quantitative results. This paper presents a case study of a student called Aini. The findings revealed that Aini’s EI helped her manage her emotions, perceptions, and actions, and ultimately obtain her obligatory English credits for graduation. It is imperative to inculcate students’ EI to help them manage their emotions in order to adapt and persevere, not only when learning English via distance learning but also to successfully accomplish one’s goals in life.
Highlights
Scholars acknowledge that learning a second language can be emotionally challenging (Hurd, 2000; Oxford 2015)
The results demonstrated that emotional intelligence (EI) impacted English language learning both directly and indirectly via the English language anxiety experienced by the respondents in their study
The findings showed that resilience was strongly and directly associated with EI but did not predict GPA.They declared that successful students showed high resilience in “establishing and maintaining healthy relationships, ethical standards, the willingness to take risks for beliefs, the mastery of self in a social environment, and the persistence to work through difficult situations with selfconfidence” (Kemp, 2002, as cited in Berenson et al, 2008, p. 3)
Summary
Scholars acknowledge that learning a second language can be emotionally challenging (Hurd, 2000; Oxford 2015). Assessments are conducted through coursework, continuous assessment, and the final examination In this scenario, learning English is difficult for the students as they are adults with differing learning styles and abilities to learn a second language. There were cases where the students passed their major and minor courses but were unable to graduate because they failed their English course(s). This was an emotionally distressing situation that made learning English an excruciating experience for distance learners
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