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Language learning is not merely a cognitive endeavour but a complex interplay of emotions, perceptions, and social dynamics. This article explores the relationship between emotional intelligence (EI) and language learning outcomes in university English as a Foreign Language (EFL) students. The study investigates the potential moderating influences of gender, field of study, and language background on this relationship. The research uses the Emotional Quotient Inventory (EQ-I) to assess emotional intelligence levels and correlates them with English language learning achievements. The study finds that, on a broad scale, emotional intelligence does not have a statistically significant impact on language learning achievements, suggesting that language proficiency is influenced by various cognitive and non-cognitive factors. However, the results suggest that the influence of emotional intelligence on language learning may be subtler and context-dependent. Specific components of EI, such as intrapersonal and interpersonal skills, may have nuanced effects on distinct language skills. This study enhances our understanding of the complex interplay between emotional intelligence and language learning outcomes among university EFL students, debunking simplistic assumptions about the direct impact of EI on language proficiency. Article visualizations:
Değirmenci et al. (Thu,) studied this question.