Emotional intelligence and self-efficacy are two important factors in foreign language learning studied by many researchers (e.g. Salovey, & Mayer, 1997; Bandura, 1977). The present thesis attempted to investigate the predicting role of emotional intelligence and self-efficacy in writing anxiety, and the relationship among these variables. The participants of the study were 92 intermediate students majoring in Teaching English as a Foreign Language (TEFL) in University of Kurdistan, Iran. To achieve the purpose of the present study, the participants were asked to complete three types of Likert-scale questionnaire including emotional intelligence (Schutte, et al. 1998), self-efficacy (Gaumer Erickson, et al. 2016), and writing anxiety (Cheng, 2004). The data were analyzed by calculating Pearson correlation and linear regressions. The findings indicated that there is no significant relationship between emotional intelligence and writing anxiety, and also self-efficacy and writing anxiety are not correlated significantly. Furthermore, writing anxiety was not predicted significantly by emotional intelligence and self-efficacy.
