Abstract The present study investigated the relationships among emotional intelligence, learning styles, and English Language Achievement of Iranian EFL learners majoring in English language. For this purpose, 170 (90 females and 80 males) students of Malayer University, Hamedan, participated in the study. After validation, the following questionnaires were used for data collection: Bar-on (1997) Emotional Intelligence, (EI) questionnaire on a five- point Likert-scale with133 items in the form of five categories and 15 components and Kolb’s (1999) Learning Style Inventory (LSI) with 12 items in the form of four categories. The participants’ GPAs were collected and regarded as their English Language Achievement. The results of Pearson Correlation Coefficients showed that there were significant relationships among only four components of EI and learning styles. However, unlike the findings of the bulk of research in the field on EI and English Language, no significant relationship was found between EI and English Language Achievement of the participants. It was also revealed that there were significant relationships among three categories of learning styles and English Language Achievement. Furthermore, the results of the multiple regression analyses indicated that learning styles were stronger predictor of English Language Achievement than EI. Thus, both EFL teachers and students might be recommended to pay more attention to students’ preferences which determine learning styles.
