Meysam Zafari - ministry of education, Iran

The main purpose of this study was to examine the effects of Emotional Intelligence subscales on the choice of language learning strategies by Iranian EFL students. Data collection phase commenced by asking the participants to answer an OPT test which acted as the homogeneity test in the current study. A sample of 100 individuals was selected. Learners’ strategy use was checked through SILL, Strategy use Inventory for Language Learning (Oxford, 1990). In addition, Bar-On emotional Intelligence Questionnaire (EQ-i) was used. The correlation analysis indicated that emotional intelligence had a significant positive correlation with overall language learning strategy at (p<0.001) level. The Pearson Product Moment Correlation showed the correlation between EQ subscales and LLS categories is significant. To find out the correlation of every effective LLS category on the subscales of EI, multiple regression and stepwise function analyses were utilized. In all EQ subscales except independence, impulse control and Empathy significant correlations between the uses of language learning strategy existed. The findings in this study suggested a number of implications for teachers in classrooms and curricula developers

Emotional Intelligence, Language Learning Strategies, Impulse Control, Independence, Empathy