Emotional intelligence and translation ability level vary among individual students. The present study seeks to examine (1) the relationship between students’ emotional intelligence and their translation ability. It also aims at (2) determining which dimension of emotional intelligence can best predict students’ translation ability. The study employed a descriptive quantitative design. Participants of this study were the sixth semester students in Translation Class at English Education Department of Halu Oleo University. The population was 101 students and 80 students were taken as the sample using purposive sampling technique. The data were obtained from emotional intelligence questionnaire and students’ translation scores. The analysis used Pearson correlation and Regression analysis by using SPSS 20. The results reveal that (1) there is no significant relationship between emotional intelligence and students’ translation ability, and (2) one of the dimensions of emotional intelligence have statically relationship with students’ translation score that is self-regulation dimension. Keywords: Relationship; Emotional Intelligence; Translation Ability

Research evidence shows that communicating and interacting with native speakers could boost students’ self-confidence in their language proficiency. If this claim proves to be veritable, students who have the experience communicating and interacting with native speakers, either online or offline, would expectedly feel more confident than those who do not. The present study sought to examine whether significant differences existed in the self-confidence level of EFL (English as a Foreign Language) learners who (a) had the experience communicating with native English speakers and who did not; (b) had the intention to communicate with native English speakers and who did not; (c) were males and females, and (d) who were in different academic years (year 1, year 2, and year 3 respectively). Independent samples t-test revealed that, whereas males and females were equally confident, learners who had the experience interacting, or who had the intention communicating, with native English speakers were significantly more confident in their English language proficiency than those who had never interacted, or who did not have the intention to communicate, with native English speakers. No significant differences were observed based on year of enrollment. Implications of this study on the English language teaching and learning will be critically discussed in this paper.