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The IUP Journal of English Studies

Insights on Low Emotional Intelligence and a Distance Learner's English Language Learning Experiences

Article Details

Pub. Date	: June, 2022
Product Name	: The IUP Journal of English Studies
Product Type	: Article
Product Code	: IJES150622
Author Name	:George Boon Sai Teoh and Agnes Wei Lin Liau
Availability	: YES
Subject/Domain	: Arts & Humanities
Download Format	: PDF Format
No. of Pages	: 20

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Abstract

Students learning English via distance education encounter emotionally wearying barriers (Hurd 2000). This paper highlights qualitative data from a bigger study investigating students' Emotional Intelligence (EI) and their distance education. 238 students completed a questionnaire with the Schutte's Self-Report Inventory, generating their EI scores, demography, and views about the English course. 18 respondents chosen based on their EI were interviewed. The qualitative data were analyzed, classified, and generated using grounded theory and content analysis. This paper showcases a case study to illuminate how a low EI student grappled with her experiences in learning English and how EI interventions in English language and distance learning programs could help students overcome the adversities.

Introduction

The School of Distance Education (SDE), Universiti Sains Malaysia was founded in 1971. The programs intended to endow adults in employment with a degree qualification to improve the country by providing them an alternative to attain a tertiary education (Idrus 2007). The degree programs offered include Humanities, Social Sciences, Sciences and Management. The courses were mainly taught in the national language. However, in recognition of the importance of English as a second language for academic purposes and international relations, the students were also required to fulfil the obligatory English credit units for graduation (Salleh 1999). Most students have to register for the English Level II and Level III proficiency courses that aimed to equip the students with effective communication skills. The students were given e-learning modules, references, recorded lectures and synchronous lectures for their English courses. The students' appraisal includes