Development and Evaluation of a Cooperative Learning Model for Enhancing Emotional Intelligence in First-year Chinese College English Learners
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Abstract
This article aimed to study (1) the definition, characteristics, and current levels of Emotional Intelligence (EI) among Chinese undergraduate students, including demographic differences; (2) the development of a Cooperative Learning (CL) model specifically designed to enhance college students’ emotional intelligence within English language learning contexts; and (3) the evaluation of the effectiveness of this developed CL model in improving undergraduate students’ emotional intelligence. The research was conducted in three phases. In the first phase, a stratified random sample of 578 first-year university students from a total population of 5,110 in Chengdu was surveyed to assess their EI. In the second phase, 50 students with low-to-moderate EI scores were randomly assigned to either an experimental group (n=25) or a control group (n=25) for the intervention. In the third phase, data were collected using a validated self-report Emotional Intelligence Scale for English Learning (Chinese Version), along with semi-structured interviews and classroom observations. Data were analyzed using descriptive statistics, inferential statistics (independent samples t-tests, one-way ANOVA), and repeated measures ANOVA. The key findings were as follows:
1. Current college students’ EI showed significant room for improvement and notable differences across genders and academic majors. Females scored higher than males, and management majors outperformed optoelectronic engineering majors across most EI dimensions.
2. A comprehensive CL intervention model was successfully developed. It integrated core CL principles—such as positive interdependence, face-to-face interaction, and individual accountability—with specific EI cultivation objectives within English language tasks.
3. The implemented CL model demonstrated significant effectiveness in enhancing college students’ EI. The experimental group showed statistically significant improvements (p<.05) in intrapersonal skills, interpersonal skills, stress management, and adaptability from pre-test to post-test, and these gains were sustained during follow-up.
In contrast, the control group’s EI levels remained stable. Qualitative feedback from interviews and observations corroborated these findings, highlighting enhanced learning engagement, communication, and emotional management.
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