Abstract: This study is designed to examine the effect of emotional intelligence and self-efficacy on foreign language anxiety among EFL university students. It further attempts to explore whether the aforementioned variables interact with students’ gender, age, academic qualification, study level and GPA. The study further aims to explore whether EFL students’ foreign language anxiety can be predicted by their emotional intelligence and self-efficacy. Data were collected from 187 Jordanian EFL university students. The participants' emotional intelligence, self-efficacy, and foreign language anxiety were measured using three questionnaires. The findings exhibited a modest increase in foreign language anxiety as well as emotional intelligence among Jordanian university EFL students. All three variables were significantly affected by the participants' demographic information. Furthermore, emotional intelligence and self-efficacy were found to be negatively correlated with foreign language anxiety. However, a positive correlation was observed between self-efficacy and emotional intelligence. Finally, the results revealed that emotional intelligence and self-efficacy have limited power in predicting the participants’ foreign language anxiety.