Emotional Intelligence and Metacognitive strategies And Language Proficiency of Iranian EFL Learners

This study was an attempt to investigate the relationship between emotional intelligence, metacognitive strategy and language proficiency of Iranian Intermediate EFL Learners. The researcher chose 150 male and female EFL learners whose language proficiency was determined through administering an Oxford Placement Test (OPT) at the beginning of the study. The participants received two questionnaires to determine their emotional intelligence and metacognitive strategies. Three Pearson Correlation tests were conducted to determine whether there was a meaningful relationship between students’ emotional intelligence, metacognitive strategy and their language proficiency. The results revealed that the most frequent emotional intelligence was intrapersonal skill, the most frequent metacognitive strategy was declarative knowledge, there was no relationship between emotional intelligence and metacognitive strategies of Iranian EFL learner; there was no relationship between emotional intelligence and language proficiency of Iranian EFL learner; and there was a meaningful relationship between metacognitive strategies and language proficiency of Iranian EFL learner. Based upon the findings of the study, it can be concluded that Iranian students’ metacognitive strategy and language proficiency are correlated. The outcome of this study is beneficial for curriculum developers and English language teachers to consider the importance of EFL learners’ characteristics, like metacognitive strategy.

Keywords:

Metacognitive Strategies , Emotional Intelligence , Language Proficiency