Abstract
The role of emotions and intelligence in English as a foreign language (EFL) learners' academic performance has been widely approved in the literature. However, the role of emotional intelligence (EI) in facilitating the development of academic literacy of EFL students has been rarely (if any) examined. Inspired by this gap, the present conceptual study made an effort to review the theoretical and empirical underpinnings of EFL students' EI and academic literacy development. In doing so, it explicated the definitions, conceptualizations, dimensions, theoretical approaches, and empirical studies related to both constructs. Drawing on prior research, it asserted that the enhancement of EFL students’ EI can foster the development of their academic literacy as it is the case with several other academic domains. The study ends with a set of suggestions for future research and practical implications for English teachers, students, and trainers, who can further realize the criticality of EI in academic contexts.
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