Emotional Intelligence in Distance Learning: A Case Study of English as a Second Language via Distance Learning

George Boon Sai Teoh; Agnes Wei Lin Liau

doi:10.17323/jle.2021.12624

Джордж Бун Сай Тео Университет Сэйнс Малайзия https://orcid.org/0000-0003-2071-1849
Агнес Вэй Линь Ляу Университет Сэйнс Малайзия https://orcid.org/0000-0001-5836-5270

DOI: https://doi.org/10.17323/jle.2021.12624

Ключевые слова: дистанционное обучение, эмоциональный интеллект, тематическое исследование, исследование смешанными методами, ситуационные барьеры, институциональные барьеры, диспозиционные барьеры

Аннотация

Учащиеся, изучающие английский язык дистанционно, сталкиваются с эмоционально сложными препятствиями. Для изучения роли, которую играет эмоциональный интеллект (ЭИ) в дистанционном обучении английскому языку, было проведено исследование смешанными методами. На первом этапе исследования 238 учащихся ответили на сводную анкету, в которой были указаны их баллы по ЭИ, демографические данные и мнение относительно курса английского языка. На втором этапе было проведено интервью с 18 добровольцами, отобранными на основе их баллов по шкале ЭИ, для получения качественных данных в дополнение к количественным результатам. В данной статье представлен пример ученицы по имени Айни. Результаты показали, что ЭИ Айни помог ей управлять своими эмоциями, восприятием и действиями, и в конечном итоге получить необходимые баллы по английскому языку для окончания школы. Крайне важно воспитывать ЭИ учащихся, чтобы помочь им управлять своими эмоциями, и они могли адаптироваться и сохранять целеустремленность не только при изучении английского языка в дистанционном формате, но и для успешного достижения своих целей в жизни.

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Биографии авторов

Джордж Бун Сай Тео, Университет Сэйнс Малайзия

School of Distance Education, Universiti Sains Malaysia, Georgetown, Penang, Malaysia

Агнес Вэй Линь Ляу, Университет Сэйнс Малайзия

School of Humanities, Universiti Sains Malaysia, Georgetown, Penang, Malaysia

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