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

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Title: Distance Learners' Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English
Language: English
Authors: Teoh, George Boon Sai (ORCID 0000-0003-2071-1849), Liau, Agnes Wei Lin (ORCID 0000-0001-5836-5270)
Source: Turkish Online Journal of Distance Education. Apr 2023 24(2):120-144.
Availability: 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/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Adult Education
Descriptors: Distance Education, English (Second Language), Second Language Learning, Emotional Intelligence, Student Attitudes, Barriers, Foreign Countries, Undergraduate Students, Adult Students, Adult Learning
Geographic Terms: Malaysia
ISSN: 1302-6488
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391806
Database: ERIC
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  Data: Distance Learners' Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English
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  Data: <searchLink fieldCode="AR" term="%22Teoh%2C+George+Boon+Sai%22">Teoh, George Boon Sai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2071-1849">0000-0003-2071-1849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liau%2C+Agnes+Wei+Lin%22">Liau, Agnes Wei Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5836-5270">0000-0001-5836-5270</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Distance+Education%22"><i>Turkish Online Journal of Distance Education</i></searchLink>. Apr 2023 24(2):120-144.
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  Data: 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/
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  Data: 25
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  Data: 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.
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      – Text: English
    PhysicalDescription:
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        PageCount: 25
        StartPage: 120
    Subjects:
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Adult Students
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      – SubjectFull: Adult Learning
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      – SubjectFull: Malaysia
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      – TitleFull: Distance Learners' Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English
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