<![CDATA[Emotional factors significantly dictate the success of English Language Learners (ELLs) in navigating cognitively demanding tasks. While Emotional Intelligence (EI) is widely linked to academic achievement, its practical application as a deliberate instructional resource within specific local Indonesian contexts remains under-examined. (Objective) This case study aims to investigate how students perceive the development of core EI skills encompassing self-awareness, self-regulation, motivation, empathy, and social skills and how these perceptions shape their communicative engagement at Homey English. Employing a qualitative study design, data were collected through a questionnaire distributed to 25 ELLs, supported by classroom observations to assess learners' emotional responses and interaction patterns during EI-informed instruction. The findings revealed that most students exhibited high self-awareness and strong empathy, which directly contributed to increased self-esteem and supportive peer networks. However, self-regulation yielded moderate results, with only 34.6% of students fully able to handle academic stress, indicating that managing impulsivity requires explicit pedagogical intervention. Furthermore, learners demonstrated stable motivation and a high preference for collaborative problem-solving. These results imply that integrating explicit, context-sensitive EI routines into language instruction effectively minimizes the affective filter. By addressing emotional needs, teachers can foster a more resilient, interactive, and psychologically safe environment that significantly enhances learners' willingness to communicate. ]]>
