The term 'language teacher immunity' has been coined as a novel concept in language teacher psychology. Since no teacher has ever been innately protected from unpredictable and uncontrollable disturbances, their innate immunity should be boosted. To this end, the current study by using a mixed-method approach attempted to examine the roles of two potential influencing variables that might strengthen teacher immunity, i.e., technological pedagogical content knowledge (TPACK) and teacher engagement. For the quantitative part of the study, three questionnaires were sent to 120 English teachers to examine the probable predictors. The findings of the quantitative data declared that teacher engagement is highly related to teacher immunity and could serve as a significant predictor for teacher immunity, while TPACK is not associated with teacher immunity nor perform as a predictor. In the next phase of the study and on the basis of explanatory sequential mixed-method design, followup semi-structured interviews with 10 English teachers were conducted in order to identify the contributing factors to teacher immunity that might be identified during the project. According to the content analysis of the interviews, it was revealed that teacher immunity is more associated with affective factors, teachers' engagement, teachers' autonomy, and teachers' experiences rather than teachers' theoretical pedagogical content knowledge. Additional results and the implications for educational policymakers and teacher educators are also presented together with suggestions for further research.

Mobile-assisted language learning (MALL) technology and the link it creates with language education domains made researchers interested in the plausible effects of MALL tools on English for academic purposes (EAP) students’ language development. Likewise, this study investigated the effect of Instagram as a MALL tool on technical vocabulary knowledge of Iranian EAP university students (physical education major) in an electronic course conducted via Adobe Connect as well as their perceptions and attitudes toward Instagram. In a pretest–posttest quasi-experimental research design, 60 EAP university students at the intermediate level were randomly assigned to a control group and an experimental group who practiced technical vocabulary in physical education via different tasks on Instagram. Both groups participated in an online pretest and posttest of technical vocabulary, yet only the experimental group completed a questionnaire about their perceptions and attitudes toward Instagram. The repeated-measures two-way ANOVA on the test scores indicated that the experimental group outperformed the control group in learning technical vocabulary. Further, analysis of the responses to the questionnaire revealed positive perceptions and attitudes toward Instagram as a supplementary MALL tool for learning technical vocabulary. The findings encourage EAP instructors to use Instagram as an accessible MALL application to share their teaching materials with learners.