Inculcation of Emotional Intelligence in the English as a Second Language Classroom
It is timely that in this millennium, the education fraternity be introduced to and progressively embrace a new concept called Emotional Intelligence (EQ). EQ has become another important element in measuring human intelligence and success. Therefore, it is crucial to make teachers aware of the...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2004
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| Online Access: | http://psasir.upm.edu.my/id/eprint/61/1/1000548933_TFPP_2004_32.pdf http://psasir.upm.edu.my/id/eprint/61/ |
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| Summary: | It is timely that in this millennium, the education fraternity be introduced to
and progressively embrace a new concept called Emotional Intelligence
(EQ). EQ has become another important element in measuring human
intelligence and success. Therefore, it is crucial to make teachers aware of
the importance of students becoming emotional literate.
The purpose of this study was to explore and describe the inculcation of EQ
in the ESL instruction in selected Smart School classrooms in Malaysia. The
study was guided and carried out through the examination of four research
questions: (1) How do the different ESL teachers’ EQ inform their practice as
teachers?; (2) What is the extent of EQ being inculcated in the selected ESL
classrooms in a Smart School by the different ESL teachers using Goleman’s
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checklist?; (3) How do elements associated with the inculcation of EQ in
selected ESL classrooms in a Smart School affect the teaching of the
different teachers?; and (4) What are the instructional strategies or activities
used by the different teachers to inculcate EQ in the ESL Smart School
classroom? The study employed qualitative methodology and the data were
collected through interviews and classroom observations.
Three ESL Smart School teachers were purposefully selected to participate
in this study. The participants are trained secondary school teachers,
teaching in a Smart School in the Federal Territory, Kuala Lumpur with at
least two years of experience teaching ESL. They all teach in non-
examination classes. The main sources of data were from the classroom
observations that were video-taped and recorded which was later transcribed
and analysed. Interviews were also carried out before and after observations
to obtain their perceptions, experiences, and practices related to the study.
The study revealed a number of findings. The findings are (1) elements like
beliefs, time constraints, no training, lack of experience, personality, personal
interest, syllabus, the education system, and fluency of the language impinge
upon the participants’ use of EQ in the ESL classroom, (2) The Ministry of
Education (MOE) whilst acknowledging the importance of EQ (Malaysia,
1997), needs to do more in inculcating EQ in schools, (3) participants in this
study have different views about goals of education and appropriate means
of achieving these goals.
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The study concludes that there is great disparity in understanding the
concept of EQ as well as embracing it on equal footing against the
established regime of IQ. The MOE has to show more commitment to break
down years of mass acceptance of an old and perceived to be working
concept. In order to effect change, a deeper understanding of EQ must be
promulgated at the highest level namely MOE. If the following has been
achieved, only then can EQ be implemented at the classroom level
efficiently. Recommendations are proposed for further studies. |
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