Effective learning is the ultimate goal in every educational system, which can be achieved by considering the intertwined relationships of both cognitive and affective procedures. In line with this argument, this study intends to shed light on the impact of Emotion Based Language Instruction (EBLI) in enhancing teaching productive skills (speaking and writing) to EFL students. To do so, Quasi-Experimental Study was carried out among Iranian English as foreign language (EFL) students. The learning materials and the supplementary parts were selectively developed based on the Metric of Emotioncy designed by Pishghadam (2016). To observe the influence of EBLI, the differences in scores of pre and posttest of IELTS were statistically calculated. The results displayed a significant change in speaking and writing skills among students in the experimental group. The findings of the present study may foster EBLI implementation and increase the related knowledge in teaching foreign/second languages.

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