The present study aims to investigate the role of French language teachers’ interpersonal intelligence in improving teaching quality and enhancing the communication skills of Iranian language learners. Given the importance of emotional and communicative dimensions in the language learning process, this study seeks to evaluate teachers’ interpersonal competencies and examine the extent to which these competencies influence learners’ learning experiences. The theoretical framework is based on Gardner’s Theory of Multiple Intelligences, particularly the concept of interpersonal intelligence, which emphasizes the ability to understand others’ emotions, needs, and motivations and to establish effective interactions. The study adopts a mixed-methods quantitative–qualitative approach, with data collected through a questionnaire administered to 200 French language learners. The examined components include empathy, active listening and attention, emotional support, effective communication, clarity in conveying concepts, understanding learners’ needs, and the quality of classroom interactions. The collected data were analyzed using statistical methods and qualitative analysis. The findings reveal the following: First, learners do not evaluate French language teachers’ interpersonal skills as satisfactory, and, from their perspective, the quality of teacher–learner interactions requires improvement. Second, teachers’ ability to motivate learners and provide emotional support is not perceived as adequate, which may affect learners’ classroom participation and learning experiences. Third, the results indicate that specialized linguistic knowledge and mastery of teaching methods alone are insufficient to ensure effective instruction. The ability to communicate effectively, understand learners’ emotional needs, and create a supportive learning environment is also of fundamental importance. The study highlights the need to reconsider French language teacher education and professional development programs and to incorporate training in interpersonal skills and emotional intelligence into these programs. Accordingly, strengthening teachers’ interpersonal intelligence may contribute to improving the quality of educational interactions, increasing learners’ motivation and participation, and enhancing their satisfaction with the learning process. Therefore, systematic attention to teachers’ communicative and emotional competencies constitutes an effective step toward achieving more effective and learner-centered French language instruction.