Abstract
The present study was carried out to investigate the relationship between the emotional intelligence, reading motivation, and anxiety with reading Comprehension. The participants in the study were selected from six classes consisting of 75 intermediate students studying English in English Institute Their level of English proficiency was determined on the basis of their scores on the PET proficiency test.. After all participants in both groups were given PET proficiency test, those participants placing between +_ 1 SD were considered as the main Finally, there were 64 EFL learners selected for the purpose of this study. A correlational design was the most appropriate design for this study because the study explored the relationship between emotional intelligence, reading motivation, and reading anxiety and reading correlation study seeks to determine relationships between variables or to use those relationships to make predictions. Then, three questionnaires including Emotional Intelligence Questionnaire and the Reading Motivations questionnaire, and reading anxiety questionnaire were given to the selected participants. Finally, the results of the test and three questionnaires were analyzed to see the relationship among variables. The results of the study indicated that there is a positive relationship between the students’ level of reading comprehension and their emotional intelligence. Also, there is a positive relationship between emotional intelligence and reading motivation. Finally, there is a negative relationship between reading anxiety and reading comprehension.