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.

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.

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