The Relationship between Emotional Intelligence, Test-Taking Strategies, and Language Proficiency among the Iranian EFL Learners

Emotional Intelligence (EI) entails the ability to adopt accurate reasoning about emotions and the ability to use emotions and emotional knowledge to improve thought. Regarding the importance of EI and its effect on different dimensions of education, the present study is aimed at investigating the relationship between EI, test taking strategies (TTSs), and language proficiency of Iranian EFL learners. It also tried to examine which EI subcomponents are the best predictors of TTSs and language proficiency. For the purpose of the study, 175 male and female Iranian EFL learners from Shiraz and Ahvaz Universities took part in the study. EI was measured through the short form of Bar-On Emotional Quotient Inventory (Bar-On EQ-i) in the participants’ first language, Farsi. The knowledge of the participants’ TTSs was investigated through a TTSs questionnaire which was developed by the researchers. A TOEFL test was further administered to measure the participants’ language proficiency. Pearson Correlation analyses revealed that among the EI sub-components, problem solving and optimism had positive relationship with TTSs, with large and medium effect sizes, respectively. Moreover, EI and its related subcomponents had no significant relationship with language proficiency. The results of the multiple regression analyses also showed that self-regard, impulse control, and problem solving were weak predictors of language proficiency. Finally, it was revealed that problem solving was the best predictor of TTSs.