Abstract This study examined the relationship between Emotional Intelligence (EI) and Self-regulation (SR) of Iranian EFL university students. In so doing, a sample of 100 (m = 38 and f = 62) were selected randomly from Iranian English related major students. To collect the data, the respondents were requested to answer the contextualized Persian versions of “Bar-On’s Emotional Quotient Inventory (BEQ-I)” and “Academic Self-Regulated Learning Scale (A-SRLS)”. The results indicated that there was statistically strong relationship between EI and SR (r =0.55, p ≥ 0.01). In addition, independent sample t-tests showed that there was a significant difference between the respondents’ SR and their gender, while no significant difference between the participants’ EI and their gender was observed. These findings have important implications for teachers and educational administrators to take necessary steps in developing EI and SR of learners to assist them in their language learning process.
