Hernán Tena Cortés

Tiermoyle, Latteragh, Nenagh, Tipperary, Ireland, E45CA

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i5n15

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ABSTRACT

This article explores the integration of Complex Thinking and emotional intelligence in digitally mediated second language acquisition (SLA) among adult learners. Grounded in Edgar Morin’s epistemological paradigm, the study employs a qualitative case study with an interpretative phenomenological approach to examine the emotional barriers experienced by 30 Spanish-speaking adult learners enrolled in an online English academy. Through the use of digital self-perception questionnaires, computer-mediated anxiety and motivation scales, semi-structured interviews, and platform interaction logs, the research identifies patterns of anxiety, fear of error, and perceived digital inadequacy, particularly among older participants. These emotional obstacles were addressed through the implementation of recursive feedback, heutagogical modules, and dialogical interaction strategies. Findings indicate a measurable reduction in affective filters, increased learner autonomy, and the emergence of emotional resilience and digital confidence. The study argues that psycho-emotional intelligence, combined with the principles of Complex Thinking, constitutes a viable and transformative pedagogical framework for TESOL in digital environments. It contributes to both education and computer science by offering a user-centred, interdisciplinary design model that foregrounds empathy, reflexivity, and learner agency. Limitations and directions for future research on biometric feedback and longitudinal emotional analytics are also discussed.

KEYWORDS:

Complex Thinking, emotional intelligence, digital pedagogy, second language acquisition, adult learning, TESOL, affective computing, human-computer interaction, learner autonomy, educational technology

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VOlUME 04 ISSUE 05 MAY 2025