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The present study aimed at investigating the relationship between EFL students' emotional intelligence and their sense of self-efficacy beliefs. The researchers of the present study set out to investigate this association based on theoretical contentions in the literature which demonstrated that self-efficacy is under the influence of several factors, one of which is the individual's emotional states. To empirically investigate the theorized relationship between self-efficacy and emotional intelligence, 97 EFL university students were selected according to convenience sampling from different universities in Iran. The participants were asked to complete the Bar-On EI test as well as the Learners' Self-Efficacy Survey. The findings of the study indicated that there is a significant relationship between EFL learners' emotional intelligence and their self-efficacy beliefs. Subsequent data analysis via regression revealed that among the components of emotional intelligence, self-actualization and stress tolerance are the positive predictors of the learners' self-efficacy. The results of the present study should encourage authorities and EFL teachers to incorporate skills and abilities associated with emotional intelligence in their curriculum and classroom activities. In so doing there is opportunity to enhance their self-efficacy, as well.

Translation is considered as a form of intercultural communication which involves the cooperation of many agents. In recent years, increased attention has been focused on the people and institutions involved with translation. One of the main research areas that has recently emerged is the investigation of the link between the sociology of professions and the status of translation as an occupation. This study aims to determine the current challenges to establishing a professional status for translators in Iran and attempts to offer solutions for improving the status quo based on the suggestions of active agents in the field. The data for this study were collected qualitatively through indepth interviews using a purposive sample of translation agents in Iran. The results indicate that there are numerous administrative, educational, social and financial challenges facing translation as a profession in Iran. The proposed solutions for improving the current situation have been discussed in the light of the relevant literature.

Stance and engagement features as the necessary devices in structuring the correspondence between text, readers and social context primarily illuminate the main subtleties of rhetorical functions in most academic writings. Although they have received a pivotal importance in many recent studies, not all the features of stance and engagement have been investigated in different fields of studies. To fill the gap, to some extent, ninety discourse articles published in ISI and non ISI journals on sociology, linguistic and education were selected and analyzed in terms of Hyland ( 2005) model. We found significant differences in developing features like hedges, self mention and appeals to shared knowledge in either of them. Over application of boosters or hedges observed in some articles attains the necessity to realize the significant preferred communicative style, interpersonal strategies, and organized preconceptions of each researcher in writing discourse analysis articles. We further suggested developing an exclusive content highlighting socio-cultural perspectives as well as providing the students with subtle interactive stance and engagement features in promoting the writers' discursive persona in academia.

Abstract-Although attribution theory has been applied in many fields of education as a way of understanding individual differences, it has somewhat been neglected by professionals in ELT to date. This study has thus sought to investigate the role of EFL learners' attributions for success and failure in learning a foreign language and their performance on placement tests. Three instruments, namely, the Interchange Objective Placement Test (Lesley, Hansen, & Zukowski-Faust, 2005), the Revised Causal Dimension Scale, and the Language Achievement Attribution Scale were administered to 96 Iranian Intermediate EFL learners studying at English language institutes. Attributional properties and causal attributions were compared with learners' English language proficiency scores. Pearson product-moment correlation was applied to the data in order to see if there was any significant relationship between learners' attributions of success and failure and their English language proficiency. The results showed significant correlations between LAAS as well as CDS-II subscales and learners' proficiency scores. Results from Regression Analysis for causal attributions and proficiency scores indicated that effort attribution was the best predictor of high scores, but task difficulty attribution was the best predictor of low scores, in proficiency. Moreover, results from Regression Analysis for attributional properties and proficiency scores indicated that internal locus positively, but external control negatively, predicted students' foreign language proficiency. At the end, what the results of the study may tell us about language teaching and learning is considered.