COMBINATION PATTERNS BETWEEN EMOTIONAL INTELLIGENCE AND LANGUAGE LEARNING STRATEGIES OF FOUNDATION STUDENTS OF OMAN COLLEGE OF HEALTH SCIENCES: IMPLICATIONS TO LANGUAGE CURRICULUM

Buhaisa Al Busaidi, Suleiman Al Shibli, Marlon Manuel, Saima Saleem

Abstract


This study investigated the relationship between students’ emotional intelligence (EI) and their use of language learning strategies. Emotional intelligence was assessed across four clusters, namely Emotionality, Self-control, Well-being, and Sociability, with all domains receiving a neutral interpretation, which indicates a moderate level of EI among students. Language learning strategies were evaluated across six categories: Memory, Cognitive, Compensation, Metacognitive, Affective, and Social Strategies, with Metacognitive Strategies being the most preferred and Affective Strategies the least. This suggests that students are more focused on planning and monitoring their learning than managing emotions. Correlation analysis revealed significant relationships between EI traits and strategy use. Strong emotional traits such as Self-control, Sociability, and Emotionality were positively associated with the use of Cognitive, Social, and Metacognitive Strategies, which support active engagement, collaboration, and self-regulated learning. Well-being was strongly linked to Compensation and Social Strategies, which shows that emotionally positive students are more resourceful and socially engaged. Memory Strategies showed moderate connections to Self-control and Well-being, while some combinations, such as Well-being with Cognitive and Metacognitive Strategies, showed no significant relationship. These findings highlight the crucial role of emotional intelligence in shaping students’ approach to language learning and suggest that integrating EI development into instruction may enhance learner independence, engagement, and academic success.

Keywords


emotional intelligence, language learning strategies, combination patterns, linguistic competence

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References


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DOI: http://dx.doi.org/10.46827/ejel.v13i3.6698

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