مهسا مصطفی پور

The present study examines the relationship between emotional intelligence, language learning anxiety, and the development of speaking skills among Turkish-speaking Persian learners. Recognizing the critical importance of speaking skills in second language acquisition, this research rigorously investigates how emotional intelligence and language learning anxiety directly impact the speaking proficiency of Persian learners.  Utilizing a descriptive-analytical method, data were collected through the standardized Bar-On Emotional Intelligence Questionnaire and the Horwitz Foreign Language Anxiety Scale. The speaking performance of participants was evaluated using an oral proficiency test. The study population consisted of ۳۲ beginner-level Turkish-speaking Persian learners (۸ men and ۲۴ women) aged between ۳۲ and ۳۶, all enrolled in Persian language institutes. A purposive sampling method was employed to select the sample.Data analysis involved both descriptive statistics (including mean and standard deviation) and inferential statistics (including the Pearson correlation test and univariate regression analysis). The Pearson correlation test effectively examined the relationships between the research variables, while univariate regression analysis identified the degree to which emotional intelligence and learning anxiety influence speaking proficiency.  The findings reveal a significant positive correlation between emotional intelligence and speaking proficiency, demonstrating that learners with heightened emotional intelligence exhibit superior speaking skills. In contrast, a significant negative correlation exists between language learning anxiety and speaking proficiency, indicating that increased anxiety undeniably leads to poorer speaking performance among Turkish-speaking Persian learners. Furthermore, a significant inverse relationship was established between emotional intelligence and language learning anxiety, showing that individuals with higher emotional intelligence experience lower levels of anxiety during the language learning process.  These results underscore the vital role of emotional intelligence in mitigating language learning anxiety and enhancing speaking skills among Turkish-speaking Persian learners. The implications of this study are clear: second language education programs must prioritize the development of learners' emotional skills to effectively reduce anxiety and elevate speaking performance.