The Relationship between Emotional Intelligence and Self-Regulated Learning in Learning English as a Foreign Language

The present study aims at studying the relationship between emotional intelligence (EI) and selfregulated learning (SRL) and its subscales in the process of learning English as foreign language. Thestudy is a descriptive and correlational one. The sample consisted of undergraduate students fromdifferent majors studying general English course in Islamic Azad University of Marvdasht, Fars, Iran. The participants including 189 male and female students were selected through simple random sampling. The Emotional Intelligence Inventory (EQ-I; Bar-On, 1997) and Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, 1991) were used to collect the data. Using SPSS 19 software and calculating Pearson coefficient, the data was analyzed. The results showed that there was a significant, positive, and relatively moderate relationship between EI and SRL in learning English.There was also a significant and positive relationship between EI and motivation as well as learning strategies scales. EI was also positively and significantly correlated with motivation subscales except test anxiety. In addition, a positive and significant correlation between EI and learning strategiessubscales including resource management, cognitive and metacognitive strategies was found. The findings of the present study show the importance of equipping language learners with EI skills through instruction and training in order to improve their self-regulatory skills in learning a foreign or second language

کلیدواژه ها:

Self-Regulated Learning ، Emotional Intelligence ، Learning English