15 The Development of the Emotional Experiences Inventory (EEI) Argelia Peña Aguilar Abstract: The purpose of this chapter is threefold. The first one is to outline the process conducted to obtain and develop an instrument to measure the frequency of emotions in English as a foreign language (EFL) learning setting. The second purpose is to describe the reliability and validity procedures conducted with groups of students in the pilot study. The results revealed that the Emotional Experiences Inventory (EEI) was internally consistent, reliable and content valid. The EEI consists of five components that reflect the constructs of emotions in EFL learning: interpersonal relations, feedback approach, speaking skill, group cohesion and learning environment. The final purpose is to suggest applications and considerations for educators and institutions. Introduction What is the point of measuring emotions while learning a foreign language? Frijda (1986) stated that emotions are elicited when a subject appraises a stimulus as being important for the gain of some personal concern. A concern can be any goal- standard, attitude, or motive one has in life, e.g., learning a foreign language. In spite of the myriad of studies which focus on emotions in general education, further analysis has to be done considering emotions as influential factors in motivation for foreign language learning (Dewaele, 2005).