The primary objective of this study was to investigate the relationship between Iranian EFL learners' emotional intelligence and their use of learning strategies. In so doing, one hundred English advanced learners of Iran Language Institute (ILI) at Shiraz branch (30 males and 70 females) were selected to participate in this study. The Bar-On (1980) Emotional Quotient Inventory questionnaire (EQ-I), and the Strategy Inventory for language Learning (SILL) (Oxford, 1990) were administered to determine the significance of the relationship between emotional intelligence and learning strategies. The results of correlation showed that there were positive significant relationships between some components of the two variables. The intra personal skill had positive correlations with memory strategies (r=.000, p<.05), cognitive strategies(r=.000, p<.05), metacognitive strategies(r=.006, p<.05), and social strategies(r=.02, p<.05).which showed that learners with intra personal skill use different learning strategies. There were also a positive correlation between social strategies with adaptability (r=.009, p<.05), and stress management (r=.004, p<.05). A positive correlation was also seen between memory strategies and stress management (r=.04, p<.05). The results of this study clearly depicts that among the emotional intelligence variables, intra personal skill got the highest relationship with components of learning strategies. This study has some pedagogical implications for researchers, teachers, policy makers, and educators.
The Relationship between Emotional Intelligence and Willingness to Communicate among EFL Learners
