Abstract-Though a plethora of varied probes, thus far, have been conducted into the effectiveness of emotional intelligence as well as the paramountcy of self-efficacy in educational settings, one area of research that seems to have remained partly intact or which has been given scant attention is the viable relationship between these two constructs, i.e. EQ and self-efficacy. In effect, the principal incentive underlying the researchers' interest in the current study emanated from their credence in the fact that meager heed has been given to the possible links holding between these two realm, particularly when it comes to considering the case of academic professors; indeed, the few number of studies being carried out in this respect have merely centered on the lower-level teachers among which a reference can be made to Chan (2004) and Fabio and Palazzeschi (2008). Hence, in view of the aforesaid facts, the researchers in the current study aimed at addressing the correlation between EI and self-efficacy in a brand new context (academic arena) and with a totally unique community (university professors). Age and teaching experience of professors were also the issues of secondary concern in performing the present research. To this end, 50 EFL university professors (both MA and PhD holders) were selected from a range of different universities in Urmia, including the English departments of Urmia state and Azad universities, Azarabadegan non-profit University, as well as Payam-e-Nour University. To gather the data, Tschannen-Moran and Woolfolk Hoy's (2001) self-efficacy scale and Bar-On's (1997) EQ-i questionnaire were administered to the participants. The final analysis of data revealed a significant correlation between the participants' responses to these two questionnaires. Yet, the participants' ages and years of teaching experience were not found to be of significant role with respect to the relationship between the participants' performance on the said scales.

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Preparing effective language learners who are ready to engage with speakers from different linguistic and cultural backgrounds and to become internationally competent is a significant and challenging task. It is expected that language teaching programs need to provide the opportunity for learners to develop intercultural competency and learner beliefs through raising awareness about intercultural differences. Therefore, the instructional experience is prerequisite in preparing learners to become aware and supporter of the cross-cultural issues that can either facilitate or hinder learners’ achievement. This study intends to explore the relationship between intercultural competence of the learners and their experienced degree of demotivation as expressed by them at the university level. Intercultural competence was operationalized as a multidimensional notion comprising the communication effectiveness, adaptation, social integration, knowledge of the target culture, and language competence. Findings of regression analysis highlighted that only the social integration and adaptation components could predict the degree of demotivation. Additionally, the correlation results revealed a strong relationship between the language competence and communication effectiveness components of intercultural competence. According to the obtained findings, the possible clarifications for the contribution of intercultural competence components to the demotivation of learners were elaborated.

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