the relationship between emotional intelligence, reflective thinking, writing self-regulated learning strategies, and writing ability of efl learners: structural equation modeling

The present study aimed to investigate the probable correlation between emotional intelligence, reflective thinking, writing self-regulated learning strategies, and the writing ability of iranian efl learners. the design of the study was quantitative in nature. the total number of participants was 201 graduated and under-graduated english language students with ba from various universities in iran. to collect data in the current research, three instruments were used including the trait emotional intelligence questionnaire- short form, reflection on writing questionnaire, and questionnaire of english writing self-regulated learning strategies. these instruments were distributed through telegram groups on the internet among many english language students. to answer the research questions, pearson correlations, and the structural equation modeling approach (sem) were used. the final result indicated, that reflective thinking and self-regulated learning strategies positively correlated with writing ability. additionally, reflective thinking positively predicted the success of efl learners in writing ability. these findings may be convincing for policymakers to be clear in analyzing the educational policies and needs and pay more attention to these influential factors. teachers may also focus on various srl strategies. these findings may also convince students to understand and manage their emotions to decrease their stress and communicate efficiently, revise their strategies in writing, interpret and evaluate their experiences, create meaning, justify actions and solve problems.