摘要：AbstractThis study is an attempt to investigate the effect of emotional intelligence on EFL students’ writing performance. 44 intermediate EFL learners studying in a language centre in Iran participated in this study and they were randomly assigned to two groups (control and experimental). To make sure of the initial comparability of the two groups, they had a writing test and the TEIQue-ASF was administered prior to the experiment. Then, learners of the experimental group went through emotional activities and those in the control group were taught under the ordinary approaches that did not place any emphasis on the emotional content or words.
