Abstarct: The "affective turn" in second language acquisition research has generated extensive investigation into the role of emotions in language learning. However, the broader construct of trait emotional intelligence (EI)—the capacity to perceive, use, understand, and regulate emotions—has received comparatively less attention, despite its potential to provide a comprehensive understanding of learners' emotional lives and their behavioral consequences. Classroom participation and avoidance behaviors represent critical determinants of language learning success, yet the relationship between EI and these behaviors remains unexplored. This study examined the multivariate relationship between trait emotional intelligence dimensions (well-being, self-control, emotionality, sociability) and classroom participation versus avoidance behaviors among Iraqi EFL learners. Data were collected from a stratified random sample of 300 Iraqi EFL university students using two validated instruments: the Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF; Dewaele & Li, 2023 EFL validation) and the Classroom Participation and Avoidance Scale (CPAS; Nakamura & Darasawang, 2024). Six null hypotheses were tested using descxriptive statistics, Pearson correlation, canonical correlation analysis (CCA), multiple regression, and discriminant analysis. The findings revealed that students reported significantly below-moderate levels of trait EI across all four dimensions (M range: 3.25–3.68), with Self-control being the lowest and Well-being being the highest. Students reported moderate to above-moderate levels of classroom participation (M = 3.45) and avoidance behaviors (M = 3.38). The first canonical correlation was .62 (R² = .38, p < .001), explaining 38.4% of the variance in the behavior set. Sociability (.82) and Self-control (.72) had the highest loadings on the EI variate, while Voluntary Participation (.88) and Avoidance Behaviors (-.76) had the highest loadings on the behavior variate. Sociability was the strongest predictor of Voluntary Participation (β = .38, p < .001). Self-control was the strongest negative predictor of Avoidance Behaviors (β = -.35, p < .001). Discriminant analysis revealed that EI dimensions accurately classified 71.3% of students, with Active Participants (82.7%) and Avoiders (78.2%) being the most accurately classified groups. These findings are consistent with the Trait Emotional Intelligence frxamework (Petrides & Furnham, 2001) and Social Cognitive Theory (Bandura, 1997). The study contributes to the theoretical understanding of EI and classroom behaviors in EFL contexts and provides practical guidance for promoting participation and reducing avoidance in Iraqi EFL classrooms. Implications for educators, curriculum developers, and policymakers are discussed, and suggestions for future research are provided.