Distance Learners' Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English

Autor/inn/en	Teoh, George Boon Sai; Liau, Agnes Wei Lin
Titel	Distance Learners' Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English
Quelle	In: Turkish Online Journal of Distance Education, 24 (2023) 2, S.120-144, Artikel 8 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Teoh, George Boon Sai) ORCID (Liau, Agnes Wei Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Distance Education; English (Second Language); Second Language Learning; Emotional Intelligence; Student Attitudes; Barriers; Foreign Countries; Undergraduate Students; Adult Students; Adult Learning; Malaysia + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Emotionale Intelligenz; Schülerverhalten; Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung
Abstract	Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students' emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte's Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners' EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students' EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01