AbstractThe objective of this study is to examine the emotional intelligence profiles and English-speaking anxiety levels among Swedish upper secondary school students, as well as to investigate the relationship between the two variables. The relevance of the present work lies in the fact that the influence of emotional intelligence on language anxiety, specifically when speaking English as a foreign language in different classroom contexts in Sweden, has not been sufficiently explored. This paper is based on the hypothesis that those aspects of emotional competence, like self-esteem, self-confidence, resilience or empathy can be determinant to handle one of the most challenging experiences in the process of learning a foreign language, which is anxiety. To test this hypothesis, the current study analyzes the self-report answers of a total of 45 Swedish upper secondary school students learning English as a foreign language. The data collection is carried out through a survey of 30 items on a five-point Likert scale, based on the Schutte Self-Report Emotional Intelligence Test (SSEIT) regarding emotional intelligence, and the Foreign Language Classroom Anxiety Scale (FLCAS) concerning English-speaking anxiety. The findings obtained show that there is a statistically negative correlation between components of emotional intelligence and English-speaking anxiety. It is concluded, therefore, that there is a need to promote a better understanding of the pedagogical implications of emotional intelligence and anxiety in learning English as a foreign language among both teachers and students.