عنوان مقاله [English]
In this study, the effect of dialogue journal writing (DJW), as an influential narrative-type activity was surveyed on the EFL academic achievements of some sixty-seven Iranian university students (male and female) with a low Emotional Intelligence (EI) index was explored. To this aim, Five EI scales including 'Problem solving' (PS), 'Emotional self-awareness' (ESA), 'Interpersonal relations' (IR), 'Assertiveness' (AS) and 'Reality Testing' (RT). The results for linear regression analyses indicated that among the five EI scales, problem solving (PS) index, though significantly predicting more success in final language tests, could have less predicted success among the target population (0.04<0.05). In the end, possible pedagogical implications of the study were discussed for utilizing reflective tools concerning the psychological characteristics of the learners for whom such reflective tools are suggested to be applied in EFL settings. This was aligned with communicative skills that target students with low EI in this research were concerned with.