Abstract-The present study aimed at investigating the relationships among foreign language classroom anxiety, willingness to communicate, and the scholastic success of Iranian EFL learners. To this end, 74 senior and junior students majoring in English Literature and English Translation at Shahid Bahonar university of Kerman participated in this study. To collect the required data, the following questionnaires were applied: The results of this study revealed that there was a significant negative relationship between foreign language classroom anxiety and willingness to communicate. The relationship between foreign language classroom anxiety and scholastic success was also found to be significantly negative. However, a significant positive relationship was found between willingness to communicate and scholastic success. This study recommends that language teachers identify the causes of language anxiety and try to avoid being one of them. They should also help their students boost their language achievement by increasing their willingness to communicate and decreasing their anxiety in language classes. Index Terms-Foreign

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The present study attempted to investigate any significant relationships among Iranian EFL learners' emotional intelligence (EI), their affective and social strategy use, and their academic achievement. 106 Iranian junior and senior EFL students at Kerman University participated in this study. To obtain the required data, the following questionnaires were utilized: Emotional Intelligence Scale (EIS) developed by Schutte et al. (1998) to measure EI, and the Strategy Inventory for Language Learning (SILL) designed by Oxford (1990) to determine the frequency of affective and social strategy use. The participants' GPAs were also used as a measure of their academic achievement. The following results were revealed. Significant positive relationships between the following pairs-- EI and affective strategy use; EI and social strategy use; EI and academic achievement; and affective and social strategy use were shown. nonetheless, no significant relationships were found between the participants' affective and social strategy use and their academic achievement. This study recommends that EFL learners increase their use of affective and social strategies which will help them improve their EI; moreover, developed EI will lead to greater academic achievement

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