Collaborative Learning Experiences Influencing the Students’ Emotional Intelligence and Language Learning: Basis for Instructional Development Plan
DOI:
https://doi.org/10.65339/ijsair.V2.I2.307Keywords:
Collaborative learning, Emotional intelligence, GEC 5 students, Language learning, Purposive communication, Second language educationAbstract
This study examined the relationship between collaborative learning experiences, emotional intelligence, and language learning among students enrolled in GEC 5: Purposive Communication at Universidad de Zamboanga. Grounded in a conceptual framework linking collaborative learning dimensions with emotional and linguistic outcomes, the study employed a quantitative descriptive-correlational design. Data were collected using a structured, researcher-made questionnaire administered to students across various academic programs during the academic year 2024–2025. The instrument measured collaborative learning experiences, emotional intelligence, and language learning using a Likert-scale format, and data were analyzed using weighted mean, independent samples t-test, and Pearson Product-Moment Correlation. The findings revealed that students reported high levels of collaborative learning experiences, emotional intelligence, and language learning, with academic performance showing particularly strong outcomes. No significant differences were found in these variables when grouped by sex and ethnicity, while a significant difference was observed in collaborative learning experiences across schools. Furthermore, the study identified statistically significant but weak positive relationships between collaborative learning experiences and both emotional intelligence and language learning. These results indicate that collaborative learning contributes to both emotional and academic development, although it is not the sole influencing factor. Based on the findings, the study supports the implementation of structured collaborative strategies and instructional enhancement plans to strengthen both linguistic and emotional competencies. The study aligns with Sustainable Development Goal 4 (Quality Education) by promoting effective and inclusive teaching strategies that support holistic student development, and with SDG 8 (Decent Work and Economic Growth) through the development of communication and socio-emotional skills essential for employability. The findings contribute to educational and institutional sustainability by informing curriculum design, faculty development, and the integration of collaborative and emotionally responsive learning environments.
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