The Relationship of Emotional Intelligence Components in Learning English at a Public Malaysian University

Emotional intelligence (EI) plays a vital role in determining language learning success and student motivation. This quantitative study explored the relationship between the four core components of emotional intelligence; Perception, Managing Own Emotions, Managing Others' Emotions, and Utilisation of Emotions within English as a Second Language (ESL) learning. A purposive sample of 84 undergraduate students at a public Malaysian university completed the 31-item Emotional Intelligence in English Learning Self-Report Test (EILELST). Descriptive findings revealed high emotional awareness among the students, particularly in two items; believing that they can succeed in English and that maintaining optimism stimulates creativity in English learning situations (both with the highest mean = 4.2). Pearson correlation analysis demonstrated statistically significant, strong positive relationships among all four emotional intelligence components. The strongest association was observed between Managing Own Emotions and Managing Others’ Emotions (r = .803, p = .000). These findings indicate that higher self-regulation directly links to better collaborative language interactions. Pedagogically, the study suggests that integrating emotional literacy and positive reinforcement into the ESL curriculum can significantly enhance students' creativity and learning resilience.

Emotional intelligence, English learning, second language acquisition, Emotional Intelligence in English Learning Self-Report Test (EILELST), public Malaysian university, quantitative survey

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