The theory that I will use is the model of emotional and social intelligence of Bar-On (1997), based on the research on emotional intelligence by Salovey and Mayer (1993), who introduced the term to the research field for the first time, defining it as “the subset of social intelligence that involves the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. 189). Now, I will base this study on the interpretation given to this term by Bar-On, who describes emotional intelligence as “a set of knowledge and skills in the emotional and social field, that influence our general ability to effectively face the demands of our environment”. The Bar-On model is based on competencies, which focus on explaining how an individual relates to the people around him and their environment; in this way, the model is composed by five elements: the intrapersonal, the interpersonal, the stress management, the mood and, the adaptability.

This model offers me the theoretical basis to base my study, which aims to find out if emotional intelligence affects the process of learning of English as a foreign language. For this, the independent variables corresponding to age, gender, academic average (GPA) and emotional coefficient are analysed, which will serve to explain the correlation with the dependent variables related with the level of proficiency, listening, speaking, writing and reading skills, as well as the communication abilities in the foreign language.

We all know that learning a second language can be difficult, exhausting and stressful and pressure for the learners (Krashen, 1981). English is considered a foreign language in a lot of countries, and the learners of those places only use this language in the classrooms. For this reason, individuals’ abilities to learn a foreign language tend to be different: some learners might develop and articulate a foreign language without great deal of inconveniences, while others always appear to fail or reveal little progress despite all efforts and strivings they invest. According to a lot of research papers, especially the ones made by Bar-On and Goleman (1998), one can attribute 80% of the reasons for any success to the emotional intelligence. 

As part of the learning process, there is not only a cluster of knowledge to acquire and interpret, but there is also a cluster of emotions related to this process. When we are able to identify these emotions related to the different aspects of learning and working with them, we are able to master the individual learning process. With this, it is likely that the tendency to feel disappointed by failures or frustration due to the difficulty of the process will diminish as we see them like learning experiences. To achieve this, emotional intelligence is the key element, which allow us to manage these emotions, improving our confidence and motivation to continue learning.

 

Bar-On, R. (1997). Bar-On emotional quotient inventory: A measure of emotional intelligence: Technical manual. Toronto, Canada: Multi-Health Systems.

Fahim, M. & Pishghadam, R. (2007). On the role of emotional, verbal, and psychometric intelligences in the academic achievement of students majoring in language learning. Asian EFL Journal,9, 240-253

Goleman, D 1998) Working with emotional intelligence. New York: Bantam

Krashen, S, (1981). Second language acquisition and second language learning. Oxford: Pregarnon Press

Mayer, J. D., & Salovey, P. (1993). What is emotional intelligence? In: P. Salovey & D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York, NY: Basic Books.

The   theory that   I will use is social learning During the first half of the 20th century, the behavioral school of psychology became a predominant force. The behaviorists proposed that all learning was the result of direct experience with the environment through the processes of association and reinforcement. In the theory of social learning, Albert Bandura agrees with the theories of behavioral learning of classical conditioning and operant conditioning, however, he adds two important ideas:

Mediating processes occur between stimuli and responses. Behavior is learned from the environment through the process of observational learning.

The theory is based on the fact that there are types of learning where direct reinforcement is not the main teaching mechanism, but rather that the social element can lead to the development of new learning among individuals. Social learning theory is useful to explain how people can learn new things and develop new behaviors by observing other individuals. Thus, this theory deals with the process of learning by observation among people. In the theory of social learning developed by Albert Bandura in 1977, it is based on behavioral learning theories about classical conditioning and operant conditioning. However, he adds two important ideas:

Mediation processes occur between stimuli and responses.

Behavior is learned from the environment through the process of learning by observation.

Children observe the people around them to see and imitate how they behave. The observed individuals are called models. In society, children are surrounded by many influential models, such as parents and other family members, television (or YouTube) characters, friends, school teachers, etc.

Children pay attention to all these people or models and code their behavior. Subsequently, they can imitate (ie, copy) the behavior they have observed. But they can do this regardless of whether the behavior is "appropriate" or not, although there are a number of processes that make it more likely that a child will reproduce the behavior that society considers appropriate for him or her. In the first place, the child is more likely to imitate those people he perceives as more similar. As a result, he is more likely to imitate behavior modeled by people of the same sex.

this theory gives me the opportunity to focus on fundamental components within a classroom and even more when we are trying to teach a second language in this case English; as are the attention, retention, reproduction and motivation. The verbal modeling also appears in the concept of Bandura modeling, which also allows the acquisition of abstract rules and observational learning opportunities, not only of teachers but also of classmates. However, the teacher must constantly present behavioral, verbal and symbolic models to the students.

Human beings are not limited to respond to the stimuli of the environment but who interpret them The predictive value of learning contingencies is not only a property of direct contingencies; the acts of others have it, because the human symbolic capacity allows to acquire information without going through the learning processes by direct experience. The apprentice is an active predictor of the signals of the medium (direct, vicarious or self-produced) and not a mere automaton that forms associations, since it learns expectations and not only responses.

For Bandura, the consequences of behavior influence her, largely part, for its informative value stimulus incentive and not as strengthening automatic responses.

Self-regulated behaviors tend to stay more than regulated from external instances and, in addition, increase the perception of ability control personnel over the medium. Therefore, teachers should increase the try to develop self-evaluation and self-reward capabilities in their students and encourage situations in which they establish the criteria for themselves to assess their performance and attitudes.

The teacher must encourage in his students the situation of perception of capacity over the medium, so do not forget that the goals moderately difficult ones facilitate the maintenance of a high effort and produce satisfactions through achievement while:

- Relatively easy goals are not challenging enough to provoke much interest.

- Goals that are far beyond their own scope are discouraging.

Thought is essential in the control of behavior. The experiences of learning form conceptual representations and not associations specific, being able to refer both to relations between objects and events and to the relations between behaviors and environmental conditions. People who do not recognize the relationships between their actions and the results of these acts do not learn or do so in a small degree. As learning is achieved, actions can be automated by requiring a much less effort of conscious thought.

The teacher should emphasize the relationships between behavior and contingencies for that are easy to recognize by the students. Exercise, by automating simpler routines, will free up conscious thinking capabilities that can be dedicated to more complex tasks.

 

Teo, T. (2013). Measurement Theory. In Handbook of Quantitative Methods for Educational Research (e-book, pp. 3-45). Rotterdam: Sense Publishers. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=706855&lang=es&site=eds-live

Creswell, J. (2014). Quantitative Methods. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 199-230). California: SAGE Publications, Inc. Retrieved from  https://drive.google.com/file/d/1E514k0flp_gQWPZo49EwR3iCWGLxTQ-C/view?usp=sharing

Hatch, J. (2002). Designing to Do a Qualitative Study. In Doing Qualitative Research In Education Settings (e-book, pp. 1-35). Albany: State University of New York Press. Retrieved from  http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=100129&lang=es&site=eds-live&ebv=EB&ppid=pp_2

Creswell, J. (2014). Qualitative Methods. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 231-262). California: SAGE Publications, Inc. Retrieved from https://drive.google.com/file/d/16GVjt3Rsf_mDz9vCBUBb5Ti64omDgMMX/view?usp=sharing

The theory that I will use is the “Human ecology system” by Bronfenbrenner. This theory consists in studying the facts and cause of getting virtual environments taking to account the human practices related with some aspects that contribute to the learning process. The Chronosystem is a system that takes the patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances too. An example of sociohistorical circumstances is to start working so hard in studying a second language in an any institution. In that place the students will take a different process of learning through environmental places. For that reason, the ecology environments that is basically an open, complex adaptive system comprising elements must be dynamic and interdependent according to the method. One of the things that make ecology so powerful and adaptable to new contexts is its diversity.” (Brown, J.S. 2000) because It permits to change different ways to help to the community to upgrade their skills into the new styles of understanding and making closed comprehensions.

Nevertheless, when someone requires help or needs to solve any doubt about specific topic, the supporting on it will be essential because there are some strategies that can be apply to the problem or situation requested. The tutor or person that guides this process has the responsibility to support the student to individual or in a group way.

In view of that, working in a single way or in a group permit to socialize and contextualize the experience because many participants of each group can talk about their own learning process and can give more details for doing the best collaborative tasks or making good performances. 

There are two techniques that are the most common when you work in face to face environments. The synchronous technique permits to make interactions in a real time in where you can ask some questions or give your points of view to the other and the person that is online can answer as soon as possible about the doubt. 

Sometimes, people do not have the same time or schedule than other ones, that’s way people write or post something in the forum or send an email to other but it just result uncertain. " The students in general have the opened, immediate access to the ecology where it is possible to seek, locate, and rapidly have access to the elements of study, his needs are solved immediately, The students use this type of ecological environments in order to construct and to organize the personalized, only interactions” (Richardson, A. 2002)

The campus based in distance contexts provides to the participants to stablish connection through platforms that have many resources for solving the doubts that appear during the process without the tutor or expert that support them. The role of informal exchanges is emerging as an important component of student learning, and is something which probably just ‘happens’ on campus, as these opportunities present themselves in walks to lectures, or meetings over coffee. (MacDonald, J. 2008).

I would expect my independent variable definition, in terms of observable behaviors and operational features, attitudes, personal data, attitudes and opinions skills or internal processes such as emotion, the potential for adaptation or the abstraction of activity, memory, the formation of the concepts seen through the activity of the moment at a precise moment to influence or explain the dependent variable discriminant stimuli, reinforcement contingencies, reinforcement lists because It gives science a high value as a superior means of acquiring knowledge as long as the empirical aspect validates the theoretical process in its explanatory phase of the facts.

To summarize, making daily support means a great opportunity to get knowledge in a easily way because any doubt will be solve in a few time but we do not have to spend a lot of time trying to find the cause or procedure of the situation because blended learning combines online digital media with traditional classroom methods using computer-mediated activities regarding content and delivery. 
 

REFERENCES

John Seely Brown’s earlier work on “situated learning” came to notice in a series of widely cited journal articles: Brown, J.S., A. Collins, and P. Duguid. “Situated Cognition and the Culture of Learning,” Educational Researcher, Vol. 18, No. 1, 1989, pp. 32-42.

Collins, A., J.S. Brown, and A. Holum, “Cognitive Apprenticeship: Making Thinking Visible,” American Educator, Vol. 15, No. 3, 1991, pp. 6-11, 38-46. In 1993, these ideas were pulled  together and critiqued in a special issue of Educational Technology 33, Vol. 3, which includes a further Brown-Duguid contribution on “Stolen Knowledge” (pp. 10-15).

Hatch, J. (2002). Designing to Do a Qualitative Study. In Doing Qualitative Research In Education Settings (e-book, pp. 1-35). Albany: State University of New York Press. Retrieved from  http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=100129&lang=es&site=eds-live&ebv=EB&ppid=pp_2

Creswell, J. (2014). Qualitative Methods. In Research design: qualitative, quantitative, and mixed methods approaches (4th ed., pp. 231-262). California: SAGE Publications, Inc. Retrieved from https://drive.google.com/file/d/16GVjt3Rsf_mDz9vCBUBb5Ti64omDgMMX/view?usp=sharing