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چکیده
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The purpose of the present study was to investigate the relationship among emotional intelligence, language learning strategy use, and writing skill of Iranian intermediate EFL learners. To this end, 150 intermediate EFL learners form private language institutes in Hamadan were selected. They were asked to complete Emotional Quotient Inventory (EQI) and Strategy Inventory for Language Learning (SILL) questionnaires. Furthermore, to gather the required data, two IELTS writing prompts were given to the learners to choose from and write about. The result of two Pearson Product Moment Correlations showed that there were statistically significant relationship between writing skill and a) emotional intelligence and b) language learning strategy use. Furthermore, the result of another Pearson Product Moment Correlation showed that between emotional intelligence and language learning strategy use, the latter was the better predictor or of Iranian intermediate EFL learners' writing skill. It was concluded that the success of EFL learners in writing skill did not depend solely on the classical concept of intelligence, but it largely depends on emotional intelligence. Furthermore, it was concluded that teaching language learning strategies to foreign language learners can positively improve their writing skill. It is recommended that the learners' LLSU be improved. In the end, on the basis of the findings of the study, it can be re recommended that material designers include more emotional factors in their materials. The study can be replicated in other contexts, and a longitudinal study can be done to find out the amount of language learning strategy use development over a period of time.
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