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Learning could not be thought of as unrelated to cognitive processes and cognitive processes are not unrelated to affective ones; thus, the current study tried to empirically examine the influence of Emotion Based Language Instruction (EBLI) in fostering teaching oral skills to EFL learners. An IELTS test was utilized to measure the progress of both control and experimental groups at the beginning of the research and also at the end. The content of the material chosen to be taught for experimental group was selectively written based on the Metric of Emotioncy designed by Pishghadam (2016). The differences in scores of pre and posttest of IELTS were statistically calculated to observe the effect of EBLI. The results revealed a significant change in speaking skill in experimental group and a change in listening skill, though it was not statistically significant. The results of the current investigation can increase the knowledge on applying EBLI in teaching foreign/second languages.

Affective factors play a role in learning in general and language learning in particular. The current study tried to empirically examine the influence of one of these factors namely 'Emotional Intelligence' to check its influence on Speaking Skill. Participants were Intermediate level students who took the IELTS test (International English Language Testing System), so that the researchers could evaluate their proficiency in speaking skill at the beginning of the project. Next, the Emotional Intelligence of them was calculated and afterwards Emotional Intelligence (EI) was taught. After a one-educational-year course of simultaneously teaching EI and Speaking skill, the same IELTS along with the Emotional Quotient (EQ) questionnaire was administered in experimental and control group. To observe the development in each category, the difference in scores of both EQ and IELTS test (pre-test and post-test) were calculated. Ultimately, it was found that both EQ and speaking skill of the learners in treatment group were developed in a significant way whereas only speaking skill of control group progressed but it was not significant. The findings of the study can contribute in the promotion of the knowledge on the effect of EI in language learning.

English language is an important international language and a considerable part of time and expenses is devoted to learning it. Since many academicians and common people invest a lot of time on learning it, an increase in learning speed is certainly an urgent need. The current study tried to empirically examine the influence of an affective factor namely Emotional Intelligence on Reading Skill as affective factors play a role in learning in general and language learning in particular. Intermediate EFL learners in Iran were given an IELTS test for evaluating their reading proficiency. Next, the Emotional Quotient of the subjects were calculated and after that teaching Emotional Intelligence was started. The subjects received instructions for one year on both Emotional Intelligence and Reading Skill. The difference in scores of both Emotional Intelligence and IELTS tests were then statistically calculated to observe the progress in each issue. The findings of the study showed a significant progress both in Emotional Intelligence and Reading Skill of the subjects in the experimental group, but no significance was observed in the control group. The results of the present research could help develop the knowledge on Emotional Intelligence enhancement and its possible effect(s) on language learning.

The current study tried to empirically examine the influence of enhancing Emotional Intelligence on writing skill. The method of doing the study was giving an "Interchange Placement Test" to the university students who majored in English (EFL learners) in Iran. After selecting intermediate level students for participating in the study, an IELTS test was administered to evaluate the proficiency of the participants at the beginning of the project. Next, the Emotional Quotient (EQ) of the subjects was measured and afterwards, teaching Emotional Intelligence (EI) was started. At the end of a one-educational-year course of simultaneously teaching EI and writing skill, the same EQ and IELTS test was given to the learners. The difference in scores of both EQ and IELTS test were statistically calculated to observe the progress in each issue. The results revealed a significant change both in EQ and in writing skill. The findings of the study could help further the knowledge in the related field.

The current study investigated the association between multiple intelligences and language learning efficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfill the aim of the study, 108 junior and senior TEFL students were asked to complete the "Multiple Intelligence Developmental Assessment Scales" (MIDAS) (Shearer, 1996) and the "Learners' Sense of Efficacy Survey" (Gahungu, 2009). Descriptive statistics, correlation analysis and regression analysis were employed to analyze the data. The findings of correlation analysis indicated that, among the different types of intelligences, Linguistic and Intrapersonal intelligences had strong positive correlations with learners' self-efficacy beliefs. The results of regression analysis showed that Linguistic and Intrapersonal intelligences were positive predictors of learners' efficacy beliefs, whereas Mathematical intelligence was the negative predictor of students' self-efficacy beliefs. All in all, the findings of the present study contribute to the understanding of the interplay between students' multiple intelligences and their language learning self-efficacy beliefs; furthermore, they convey some implications for university teachers, material and curriculum developers and language testers.