Investigating the Relationship between Emotional Intelligence and Using Metacognitive Learning Strategies in Iranian M.A. TEFL Students’ Writing Performance

Writing is considered a skill with a high importance which EFL learners are required to attain some proficiency in. One of the important factors that can influence the enhancement of writing skills in EFL learners is Emotional Intelligence (EI). Besides, metacognitive learning strategies can also help learners to expedite their learning (Anderson, 2003). The primary objective of the present study was to investigate the relationship between EI and using metacognitive learning strategies in Iranian M.A. TEFL students’ writing performance. To this aim, 80 participants (8 males and 72 females) were selected from M.A. TEFL students from eight intact classes at Islamic Azad University, Ahvaz Branch, Iran. A series of instruments were used to obtain the related data including Bar-On’s (2003) Emotional Quotient Inventory (EQi), Metacognitive Awareness Inventory (MAI), and a writing test. The results obtained from the Pearson correlations revealed that the correlation between the EI and writing performance of the M.A. students is not statistically significant, the correlation between M.A. students’ metacognitive awareness and their writing ability is not statistically significant, and the correlation between EI and metacognitive awareness is statistically significant. The findings of this study have some implications for EFL teachers and learners who are required to be aware of the important role of EI and metacognitive strategies in language learning process.