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Abstract
Psychological attributes are vital to success in language learning. This study explored the interplay between emotional intelligence (EI), academic buoyancy (AB), and general language proficiency (GLP) among Iranian EFL learners. Additionally, it examined the extent to which EI and AB can predict learners’ language proficiency. Using a descriptive-quantitative design, a random sample of 59 learners out of a total of 70 participated in the study. Data were collected through Bar-On’s Emotional Intelligence Inventory (1980), Jahedizadeh’s Academic Buoyancy Scale (2019), and a standardized ETS TOEFL Practice Test. After confirming data normality, Pearson correlation and multiple regression analyses were performed. The results revealed significant relationships between EI and GLP, AB and GLP, and also between EI and AB. Furthermore, both EI and AB significantly predicted language proficiency, with academic buoyancy emerging as the stronger predictor. These findings suggest that learners with higher levels of EI and AB are more likely to attain greater language proficiency. The study highlights the importance of fostering psychological traits to enhance EFL learning and recommends future research into intervention strategies aimed at developing EI and AB among language learners.