Abstract
Emotional intelligence (EI) is widely recognized as a crucial determinant of success in several domains, including education. In addition to EI, language learning strategies (LLS) also play a significant role in facilitating a learner's achievements. Therefore, the primary objective of this study is to examine the extent to which students possess EI, their utilization of LLS, and the potential correlation between EI and LLS. In this study, 425 students at FPT high school in Mekong Delta are involved in completing the questionnaire, built on the Trait Emotional Intelligence Questionnaire – Short Form (TEQue-SF) framework of Petrides and Furnham (2001) and the Strategy Inventory for Language Learning (SILL) of Oxford (2017). Then, ten of them are selected to conduct a semi-structured interview to gain more insights of their thoughts. The results showed that both the general scale of EI and LLS were at the moderate level. Furthermore, a statistically significant relationship exists between the degree of EI and the utilization of LLS. The study concluded by proposing recommendations for enhancing students' EI and LLS, as well as delineating potential avenues for further research.
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