EFL Learners' Emotional Intelligence, their Preferred Reading Strategy, and Reading Comprehension

This study examines the correlation between emotional intelligence (EQ), preferred reading styles, and reading comprehension from the perspective of Iraqi pupils of English as a foreign language. The investigation involved one hundred twenty female high school students between the ages of sixteen and eighteen. We were able to ensure that all of the participants were identi-cal by employing the Quick Placement Test. The Arabic version of Bar-On's Emotional Intelli-gence Questionnaire, the Reading Strategies Questionnaire (SORS), and a Reading Comprehen-sion Test that the researcher independently devised were the instruments employed in this study. The study's findings indicated that there are robust correlations between reading comprehension ability, preferred reading techniques, and emotional intelligence (EQ). This implies that compre-hension abilities are enhanced by strategic reading approaches and higher EQ.