‘The Relationship between Emotional Intelligence and Language Learning Strategies of Iranian EFL Learners’ by Seyyed Rasool Mirghasempour & Mohammad Rajabpour


Following the introduction of new approaches in the area of intelligence- intelligence quotient, multiple intelligence, and recently the emergence of emotional intelligence- the emotional intelligence (henceforth EI) is taken into consideration as a crucial factor in the domains of learning and teaching, nowadays. The present study was intended to find the relationship between EI and using language learning strategies. To achieve this goal, initially 55 language learners at upper-intermediate level from four classes of boys and girls in an English language institute in Iran were randomly selected. Then, the Dominoes-70 test, aka D-70, was administered to homogenize the learners based on their IQ level. Next, through D-70, 48 homogenous students with the same level of intelligent quotient were assigned to this study. Subsequently, the Bar-On Emotional Quotient inventory (Bar-On EQ-i) and Oxford’s Strategy Inventory for Language Learning (SILL) were administered in order to obtain the participants’ total level of EI and also to identify different learning strategies that learners use in their learning process, respectively. To analyze the data, the Pearson correlational coefficient and independent t-test were used. Results suggest that: 1. There is not a meaningful difference between males and females in their use of language learning strategies. 2. There is a significant relationship between the students’ total level of EI and language learning strategies both in females and males. 3. There is not a significant difference regarding the subjects’ total level of EI and their genders.

Index Terms: Dominoes-70, Emotional Intelligence (EI), EFL learner, Language Learning Strategies.

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