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چکیده
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In the second language learning (SLL) domain, L2 proficiency refers to the general L2 competence which comprises both pragmatic and organizational knowledge (Xiao, 2015). There are various factors that influence L2 proficiency, among them the role of affective factors is more prominent. The purpose of this nationwide study was to investigate the relationship between Iranian EFL learners’ emotional intelligence (EI), achievement goals, cultural identity, self-actualization and their L2 proficiency. In line with such aim, 319 B.A. level students, including 213 females and 96 males with the age range of 18 -35 years, were selected from different parts of Iran based on convenience non-random sampling. The design of the study was survey-type analytic correlational and also explanatory, and the researcher used four questionnaires for data collection. In addition, language proficiency of EFL learners were represented by GPAs of their three general English courses. Also, structured interviews were conducted with 23 volunteers among the participants. The collected data were analyzed through descriptive and inferential statistics, and the results showed significant positive relationships between EI, achievement goals, cultural identity, self-actualization and L2 proficiency of Iranian EFL learners. Moreover, all of the variables except achievement goals predicted L2 proficiency positively, and EI was the strongest predictor of L2 proficiency. The results of the interviews also complemented and confirmed the results of the questionnaires. It was concluded that affective factors are essential in enhancing L2 proficiency, and the results of the current study could be beneficial for a widespread group of individuals such as researchers, English teachers, learners, syllabus designers, and material developers.
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