Underlying any learning and teaching process is a set of preferred Learning Styles (LSs) and Teaching Styles (TSs) which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs...

The present study investigated the possible difference between EFL teachers’ beliefs and their actual classroom practices. To this end, 210 Iranian EFL teachers (103 teachers from high schools and 107 from language institutes) participated in the study. The 45-item Likert-scale Beliefs About Language Learning Inventory (BALLI) developed originally by Horwitz, (1985) and validated by Kasraee Nej...

Recently, there is a need for fostering the critical reflective side of L2 teacher education. This study investigated the implications of personal narrative (PN) and reflective journal (RJ) writing for Iranian EFL teachers’ reflective writing. Sixty (36 women and 24 men) in-service secondary school EFL teachers were selected based on the convenience sampling from Iran. L2 teachers equally divid...

few studies can be found which have directly addressed the issue of burn-out by considering the influence of teachers’ coping resources such as emotional intelligence and reflectivity especially in an efl context. therefore, in order to bridge this gap, the present study was conducted to investigate the relationship among teachers’ burnout, emotional intelligence, and reflectivity with a sample...