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

Authors

  • Buhaisa Al Busaidi Head, General Foundation Program, Oman College of Health Sciences, Oman
  • Suleiman Al Shibli Supervisor, English Department, Oman College of Health Sciences, Oman
  • Marlon Manuel PhD, Chair-Research GFP, Oman College of Health Sciences, Oman
  • Saima Saleem Chair, Professional Development Committee, Oman College of Health Sciences, Oman

DOI:

https://doi.org/10.46827/ejel.v13i3.6698

Keywords:

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

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.

Author Biographies

  • Buhaisa Al Busaidi, Head, General Foundation Program, Oman College of Health Sciences, Oman

    Ms. Buhaisa Al Busaidi is the Head of the General Foundation Program at Oman College of Health Sciences. She holds a master’s degree in computer science (Computer Networking) from the University of Bedfordshire. Her research interests include academic leadership and the application of artificial intelligence in education. As a central figure in the operation of the GFP program, she plays a pivotal role in its management and development. Ms. Buhaisa is actively engaged in a wide range of academic and administrative tasks, contributing significantly to the advancement of her college.

  • Suleiman Al Shibli, Supervisor, English Department, Oman College of Health Sciences, Oman

    Mr. Suleiman Khalfan Al Shibli holds an MA in Applied Linguistics and TESOL from the University of Sheffield. With over a decade of experience in the field, he currently works as an Assistant English Language Lecturer at Oman College of Health Sciences, where he teaches English language components in the General Foundation Programme. He is also the Supervisor of the English Language Department. Additionally, he was a member of the Higher Committee for Curriculum Design at the Ministry of Education. Suleiman holds the position of Deputy of the Examination Committee and is an active member of the Curriculum Committee. His research interests include learner corpus studies, second language acquisition, language learning and teaching methodologies and education.

  • Marlon Manuel, PhD, Chair-Research GFP, Oman College of Health Sciences, Oman

    Dr. Marlon Manuel is a PhD graduate in Language Education with extensive research and publications in language education, linguistics, and English as a foreign language. He has presented papers at several international research conferences and served as a reviewer for academic journals. With 23 years of teaching experience, he is currently an English faculty member at Oman College of Health Sciences, Muscat. Dr. Manuel chairs the Research and Innovation Committee of his college and is actively engaged in various academic initiatives and institutional development tasks.

  • Saima Saleem, Chair, Professional Development Committee, Oman College of Health Sciences, Oman

    Ms. Saima Saleem holds an M.A. in Applied Linguistics and Literature from the Quaid -e- Azam University, Pakistan. With over two decades of experience in the field, she currently works at Oman College of Health Sciences, where she teaches English language components at the General Foundation Programme. Additionally, Saima serves as the Chairperson of the Professional Development and Learning Resources Committee, and is the In-charge of the College Timetable Taskforce. Her research interests include Teaching of English as a Foreign Language (TEFL), Psycholinguistics, Stylistics, Innovative teaching methodologies and integration of emerging technologies in education.

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Published

2026-05-15

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Vol. 11 No. 3 (2026)

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