This study explores the emotional intelligence levels of English learners in applied undergraduate universities and proposes strategies to enhance their emotional intelligence, thereby optimizing language learning outcomes. Using a combination of quantitative and qualitative research design, this study gathers data through questionnaire and interview. Data collection involved 111 students and 8 teachers. The findings indicate that students demonstrate a moderate level of emotional intelligence in four key areas: perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. To address this, the study suggests integrating emotional intelligence training into language courses through structured activities, mindfulness practices, and stress management techniques. Additionally, student-centered interactive teaching methods, such as project-based learning and peer feedback, are recommended to foster emotional engagement. The study also highlights the importance of teacher training in emotional intelligence strategies, institutional support systems, and the creation of a positive, inclusive classroom atmosphere. Regular assessments and reflective practices are further emphasized to track students’ emotional intelligence development. Implementing these strategies will create a supportive learning environment, enhance students' confidence, and improve their academic performance. Ultimately, fostering emotional intelligence in English learners contributes to a more effective and enriching language learning experience.

Qingshu Meng, Maria Virginia A. Kitan. The Emotional Intelligence of English Language Learners in Humanity and Information College, Changchun University of Technology. Frontiers in Educational Research (2025), Vol. 8, Issue 7: 98-111. https://doi.org/10.25236/FER.2025.080715.

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