It is not a long time that the concept of emotional intelligence has been formally introduced in the field of psychology. However, it has proved to be of potential in other disciplines or areas. That is why many researchers in other disciplines such as management, business administration, counseling and education are making use of EQ to do more research. Unfortunately, little research has empirically investigated this concept in the field of second/foreign language learning. This book, therefore, explores emotional intelligence, foreign language anxiety and empathy in a cognitive-affective reading-based course where literary readings are used as the basis of learning and classroom activities. It gives some insights to the professionals including teachers, educators, instructors and counselors whose jobs relate to the climate and character of school. It also offer pedagogical implications for syllabus designers, language program directors and materials developers who would like to enhance the qualitative aspects of language curriculum. It, indeed, will be of special interest to those who are in the front of second language teaching.