Zahra sourani - Payame Noor University of Najaf Abad, Isfahan, Iran
R Rabani - Faculty of literature and foreign language The article Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art in Teaching English as a Foreign Language (TEFL) fall ۲۰۱۹

The present study was an attempt to determine the relationship between Emotional Intelligence (EI) and Foreign Language Anxiety (FLA) among students both male and female in some institutes of Najafabad, and compare their pattern with the goal of achieving a more differentiated perception and understanding of the relationship among four main types of learner variables: Emotional intelligence, foreign language anxiety gender and English proficiency .To this end the translated versions of Foreign Language Classroom Anxiety Scale (FLCAS) and the Trait Emotional Intelligence Questionnaire short form (TEIQue–SF) were administered to 80 students male and female, selected based on random sampling method. According this results indicated, EI, FLA, English proficiency and Gender don t affect each other, and they don’t relate to each other. Also in both regression tests are not statistically significant for English proficiency and gender as predictor. The results of the correlation coefficient indicated that for the whole sample, there was not a statistically significant correlation between FLA and EI, Gender and proficiency of language, although there was not a correlation between EI and FLA but it was highlighted in order to have a better understanding of these phenomena and to have research more . Recommendations were made for teachers and developers to pay closer attention to these factors which are of EI, Gender and proficiency of language.

Emotional Intelligence, Foreign Language Anxiety, Gender, proficiency of language.