The present quantitative study aimed to investigate the probable correlation between emotional intelligence, reflective thinking, writing self-regulated learning strategies and writing ability of Iranian EFL learners. The total number of participants was 201 graduated and under graduated English language students of BA from various universities of Iran. To collect data, three instruments were used including Trait Emotional Intelligence Questionnaire- Short Form, Reflection on Writing Questionnaire and Questionnaire of English Writing Self-Regulated Learning Strategies. These instruments were distributed through Telegram groups on the Internet. To answer the research questions, Pearson correlations and, Structural Equation Modeling approach (SEM) were used. The final results indicated that reflective thinking and self-regulated learning strategies positively correlated with writing ability. Additionally, reflective thinking positively predicted the success of EFL learners on writing ability. These findings may be convincing for policymakers to be clear in analyzing the educational policies and needs and pay more attention to these influential factors. Teachers may also focus on various SRL strategies. These findings may also convince students to understand and manage their emotions to decrease their stress and communicate efficiently, revise their strategies in writing, interpret and evaluate their experiences, create meaning, justify actions and solve problems.
