The Relationship between Emotional Intelligence and Self-Regulated Learning in Learning English as a Foreign Language among Undergraduate Students

This study explored the relationship between emotional intelligence (EI) and self-regulated learning (SRL) in learning English. Using simple random sampling, 189 male and female undergraduate students were selected. These students were pursuing a general English course in Islamic Azad University of Marvdasht, Iran. The Emotional Intelligence Inventory (EQI, Bar-On, 1997) and Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich, 1991) were used to collect data. The results showed that there was a significant and positive relationship between EI and SRL. There was also a significant and positive relationship between EI and motivation as well as learning strategies scales. EI was also positively and significantly correlated with learning strategies subscales including resource management, cognitive and metacognitive strategies as well as motivation subscales except test anxiety.