The Relationship among Iranian EFL Learners’ Creativity, Emotional Intelligence, and Language Learning Strategies

Abstract

The present study was carried out in an attempt to investigate the relationship among EFL learners' creativity, emotional intelligence, and language learning strategies. To achieve the objective of the research, a group of 120 male and female learners, between the ages of 18 and 35 majoring in English Literature, English Translation, and English Language Teaching, both at B.A. and M.A. levels were non-randomly selected. To obtain the required data, the following questionnaires were utilized: Persian validated Creativity Test, Persian validated Bar-On Emotional Intelligence questionnaire, and Persian validated Strategy Inventory for Language Learning (SILL). The results of correlation analyses revealed that there was no significant relationship between EFL learners’ creativity and emotional intelligence. Moreover, a positive medium relationship between EFL learners' creativity and their language learning strategies was observed. In addition, a positive significant correlation was revealed between EFL learners' emotional intelligence and their language learning strategies. This study also demonstrated that EFL learners' creativity was a better predictor about their language learning strategies compared with their emotional intelligence.