| Sumario: | Students learning English via distance education encounter emotionally wearying barriers (Hurd 2000). This paper highlights qualitative data from a bigger study investigating students' Emotional Intelligence (EI) and their distance education. 238 students completed a questionnaire with the Schutte's Self-Report Inventory, generating their EI scores, demography, and views about the English course. 18 respondents chosen based on their EI were interviewed. The qualitative data were analyzed, classified, and generated using grounded theory and content analysis. This paper showcases a case study to illuminate how a low EI student grappled with her experiences in learning English and how EI interventions in English language and distance learning programs could help students overcome the adversities.
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