The systematic process of gaining knowledge and skills through study and instructions which is called education is of an extreme importance for human being. Education can bring money, equality, independence, and ultimately a prosperous individual which in turn makes a prosperous society at least by economic growth for nations; not to mention that it paves the way for creating a safer world. In this almost mainstreamed trend of being fascinated by education, ‘thinking’ is said to be the Cinderella skill. In the current study, critical thinking, reflective thinking and also emotions were studied to uncover the probable interplay among them. The results of the analysis of questionnaires (Watson-Glaser’s Critical Thinking Appraisal, Reflective Thinking Questionnaire, Emotions Questionnaire for Teachers) filled by 160 EFL teachers in Iran showed a significant relationship among them and almost all Critical Thinking subcomponents were predicting the other two variables. The findings of the study will help further the knowledge in educating in a broader view, and in the field of English Language teaching in a more narrow sense.

The scarcity of research on EFL teachers' job satisfaction and motivation prompted this study which aimed at identifying the relationship between EFL teachers' motivation and job satisfaction. To achieve this goal, the researcher selected 250 EFL teachers randomly with different years of experience in Mashhad language institutions. To collect the required data, the researcher employed Teacher's Motivation Questionnaire (TMQ) to elicit sources of motivation of EFL teachers and Teachers' Job Satisfaction Questionnaire (TJSQ) to elicit the job satisfaction levels. The results revealed a significant positive relationship (r = 0.44, p < 0.01) between EFL teachers' motivation and job satisfaction in Mashhad language institutions.

Effective learning is the ultimate goal in every educational system, which can be achieved by considering the intertwined relationships of both cognitive and affective procedures. In line with this argument, this study intends to shed light on the impact of Emotion Based Language Instruction (EBLI) in enhancing teaching productive skills (speaking and writing) to EFL students. To do so, Quasi-Experimental Study was carried out among Iranian English as foreign language (EFL) students. The learning materials and the supplementary parts were selectively developed based on the Metric of Emotioncy designed by Pishghadam (2016). To observe the influence of EBLI, the differences in scores of pre and posttest of IELTS were statistically calculated. The results displayed a significant change in speaking and writing skills among students in the experimental group. The findings of the present study may foster EBLI implementation and increase the related knowledge in teaching foreign/second languages.

Despite the fact that the kinds of experiences that teachers have had might help us to understand why they hold the views they do, the presence and contribution of narratives of personal experience in second language classroom discourse has received little attention. In an effort to fill this gap in the field, this study focuses on the use of narratives of personal experience in English as a Foreign Language (EFL) classroom contexts by Iranian teachers to show what the form of their narratives are. This study is theoretically based on the constructionist theory of narrative analysis which deals with how narrative is produced. The present study is qualitative in nature in that it seeks to document, analyze, and interpret naturally occurring data in the EFL classroom settings. The participants were two EFL teachers, teaching general English courses in a private language institute in Babolsar, northern Iran. To collect the required data for this study, the first researcher observed the classrooms as a non-participant and made audio-recordings from three lessons of each teacher (resulting in 12 hours of naturally occurring data). The audio-recordings were then analyzed. In this way, the data were first transcribed and then the narratives in them were identified. Through an analysis of narratives of personal experience, this study has made a start at understanding the contribution such narratives make in an institutional context.