The major aim of this study was to determine the impacts of emotional and verbal intelligences on English language learning success in Iran. To this end, three classes were selected_ emotional, verbal, and control groups. To fully understand the nature of the learning, both the product and the process data were calculated and analyzed. The results of the product-based phase demonstrated that the emotional intelligence is effective in learning different skills, specifically productive ones. In the process-based phase, the analyses of oral and written modes of language exhibited the effects of emotional and verbal intelligences on turn-taking, amount of communication, the number of errors, and writing ability. Finally, the results were discussed in the context of the importance of the emotional intelligence in second language learning, and some implications were proposed for teachers and materials developers.

Keywords