DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH

George Boon Sai Teoh; Agnes Wei Lin Lıau

Article Details

DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH

Authors:

George Boon Sai Teoh | Agnes Wei Lin Lıau

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 2, pp.120-144

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001287296

pISSN:

1302-6488

Keywords:

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 Schuttes 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.

 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 Schuttes 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.

 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 Schuttes 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.

 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 Schuttes 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.

Article Details

DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH

Authors:

George Boon Sai Teoh | Agnes Wei Lin Lıau

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 2, pp.120-144

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001287296

pISSN:

1302-6488

Distance Learning

English

Emotional Intelligence

Situational Barriers

Issues

Article Details

DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH

Authors: George Boon Sai Teoh | Agnes Wei Lin Lıau

Publisher: Anadolu University

Journal: Turkish Online Journal of Distance Education Vol.24 Issue 2, pp.120-144

Document Type: Article

Publication Date: 1/2023

Document Language: English

Document ID (Org No.): 2001287296

pISSN: 1302-6488

Distance Learning

English

Emotional Intelligence

Situational Barriers

Issues

Authors:

George Boon Sai Teoh | Agnes Wei Lin Lıau

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 2, pp.120-144

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001287296

pISSN:

1302-6488