Emotional intelligence has recently attracted educators' attention around the world. Educators who try to investigate the factors in language learning achievement have decided to pave the way to success through emotional intelligence. The relationship between emotional intelligence and language learning is the major concern of this study. The study is to examine the role of emotional intelligence in second language learning and its effect on productive language skills: speaking and writing. At the end of the academic year, 150 students from different disciplines of the university and studying English as a foreign language in the School of Foreign Languages were asked to complete the Emotional Intelligence Inventory (EQ-i). Collected data were matched with the students' academic scores in speaking and writing. Predicting foreign language learning success from emotional intelligence variables produced divergent results. When EQ-i variables were compared in groups (successful vs. unsuccessful) who had achieved very different levels of academic success and scores in different skills, foreign language learning was strongly associated with several dimensions of emotional intelligence. All collected data were coded and computerized using the SPSS software and the alpha level for the tests was set at 0.05. After calculating each participant's emotional intelligence scores and their success in speaking and writing skills, their scores were compared to the variables selected for the study and each other. A positive and close relation between EQ and foreign language proficiency can be drawn out according to the results.