EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies

Abstract

The purpose of this study is threefold: firstly, to explore the relationship between EFL learners’ cognitive intelligence, emotional intelligence, and language learning achievement, secondly, to find out the relationship between EFL learners’ language learning styles and strategies and their L2 achievement, and thirdly, to uncover the relationship between EFL learners’ emotional and cognitive intelligence and their use of learning styles and strategies. To this end, 188 Iranian EFL learners completed five different instruments, namely Raven’s Progressive Matrices, Bar-On Emotional Quotient Inventory, Kolb’s Learning Style Inventory, Strategy Inventory for Language Learning, and Final Test of English as a Foreign Language. The results of our study demonstrated that foreign language achievement was significantly correlated with IQ, three subdomains of EQ (interpersonal relationship, optimism, and problem-solving), and three learning strategies (cognitive, compensation, and social). Likewise, the findings manifested that emotional intelligence was significantly correlated with language learning strategies and learning styles. This study holds significant implications for curriculum developers, language policymakers, and educators to afford learners with critical learning opportunities to enhance their learning skills.