Emotional intelligence plays significant role in developing and enhancing English language proficiency skills among ESL learners. Previous research findings affirm that emotional quotient (EQ) is as important as intelligence quotient (IQ) for learning language and attaining success. The current study was an attempt to investigate the relationship of emotional intelligence interventions with English proficiency skills among advanced level ESL learners. The study adopted descriptive framework in first phase to determine the association of emotional quotient scores with English proficiency skills among ESL learners. A sample of 556 students with equal ratio of male and female students was determined to find this correlation. Comparatively, male students demonstrated weak positive correlation while female students showed moderately positive correlation between their EQ level and ESL proficiency skills. The second phase of the study examined the impact of emotional intelligence on ESL learning skills in an explanatory cause and effect research design. Emotional intelligence based English language teaching (EI-ESL pedagogy) was used as treatment for ten weeks on students of experimental group and results were compared with the results of control group at pretreatment and post-treatment stage. Findings obtained from statistical results and logical interpretations revealed positive association between emotional intelligence interventions and language proficiency skills of ESL learners along with significant enhancement in their language learning abilities. EI-ESL pedagogy not only increased the EQ level of students, but it resulted in the significant enhancement of their language learning competencies. The study emphasized upon the effective, productive and integral use of emotional intelligence interventions in ESL teaching instructions, English curriculum and ESL classrooms; as emotional intelligence determines personal, academic and professional success among students and professionals at all levels.