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This study endeavors to widen our knowledge regarding the relationship between general self-efficacy (SE) beliefs, language skills self-efficacy and L2 learners’ emotional intelligence (EI). Furthermore, the study attempts to reveal whether L2 learners’ gender, academic level, and academic achievement interact with self-efficacy and emotional intelligence among university students. Employing a descriptive correlational study design, 205 participants (94 males and 111 females) were selected to participate in this study. Their general SE beliefs, EFL skills SE and EI were measured using five-point Likert format scales. A background information questionnaire was administered to gather information about the participants’ gender, academic level and academic achievement. The findings revealed a positive correlation between general SE, English skills SE, and EI. The findings further designated a positive correlation between the participants’ English language skills SE and their academic achievement. It was finally found that general SE and EI have the power to explain the variation in English language SE. The findings will be discussed in line with previous relevant research and the related theories.
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