The effects of emotional intelligence on the choice of language learning strategies

The main purpose of this study was to examine the effects of Emotional Intelligence on the choice of language learning strategies by post-graduate Iranian students who study in foreign countries' universities that environment obligates them to listen, speak, read and write either outside or inside the classroom in English language. English is foreign language for Iranian. The age limit of participants was 24 to 34. A sample of 50 individuals was selected and they voluntarily participated in experiment including 32 men and 18 women. In this study used a language learning strategy system (Oxford, 1990) that is partially based on Oxford's taxonomy (Oxford, 1985). In addition, Trait Emotional Intelligence Questionnaire (TEIQue) Short Form was used. The findings of the study manifested Memory strategy, Cognitive strategy and Compensation strategy has a significant positive correlation with EQ, whereas, Meta-cognitive strategy, Affective strategy and Social strategy had no correlation with EQ. Results indicate that the relation between the EI and the cognitive strategy was significant (P=0.0330.05). According to the results obtained there is no correlation between high and low EQ with choice of language learning strategies