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Perceptions of Emotional Intelligence in English Language Learning Among Undergraduates
Nik Mastura Nik Ismail Azlan
Academy of Language Studies, Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor Darul Ehsan Malaysia
Salwa Othman
Academy of Language Studies, Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor Darul Ehsan Malaysia
Muhammad Aizat bin Azhari
Academy of Language Studies, Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor Darul Ehsan Malaysia
Dianna Suzieanna Mohamad Shah
Academy of Language Studies, Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor Darul Ehsan Malaysia
Abstract
Emotional Intelligence (EI) is the ability to recognise, understand, regulate, and utilise emotions in oneself and in others (Mayer et al., 2004). Studies have investigated emotional intelligence (EI) in the context of foreign language learning, particularly its role in influencing motivation, anxiety, and language acquisition. The purpose of this study was to investigate students’ use of emotional intelligence in the process of learning and using English as a second language. A quantitative study was conducted to explore motivation factors for learning among undergraduates at a public university in Malaysia. A purposive sample of 84 participants responded to the survey. The instrument used a 5-Likert scale survey (ranging from 1 - strongly disagree to 5 - strongly agree) and is rooted in Schutte et al.’s (1998) instrument titled, The Schutte Self-Report Emotional Intelligence Test (SSEIT), which was modified into the Emotional Intelligence in English Learning Self-Report Test (EILLES). The overall high percentages and mean scores of RQ 1 to RQ 4 (perceptions of emotions, managing own emotions, managing others’ emotions, and utilisation of emotions) reveal that learners’ perceptions of emotional intelligence in English language learning are agreeably positive and deemed as useful and necessary. The implication of the study should encourage educators to incorporate EI training into their ESL teaching and learning practices. Suggestions to future researchers are to selectively sample a balanced number of female and male students to increase the reliability and accuracy of results, to target a bigger sample population, and to explore the educators’ perspective on EI in language learning and investigate other factors/sub-scales of EI in language learning.
Keywords: Emotional intelligence (EI), English language learning, Schutte Self-Report Emotional Intelligence Test (SSEIT), Emotional Intelligence in English Language Learning Self-Report Test (EILLES)
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