Abstract-The way we learn is very much affected by our personality. Practitioners have claimed that perception of personality type can help teachers to understand the reason why students perform differently in class activities (Wilz, 2000). Regarding the significant role of different personality types in language learning in general and in mastering L2 writing in particular, the present study aims at investigating the possible impact of extrovert/introvert personality types of Iranian EFL learners on their writing performance in terms of its different subsets (i.e., content, organization, language, mechanics, and vocabulary). In so doing, 50 writing samples, elicited from 50 extroverted and introverted university students were collected and rated by the researchers using Jacobs, Zinkgraf, Wormuth, Hartfiel, and Hughey's (1981) analytic scoring scale. A one-way multivariate analysis of variance was run. Analysis of the results revealed that introverts significantly outperformed extroverts in all subsets except organization. This may be due to some of the introverts' personal characteristics that the extroverts lack, such as being careful, having more concentration in their solitude, and ability to generate much more ideas alone.

Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.

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Textbooks can affect learners' attitudes, viewpoints, and their choice of language in second/foreign language (L2) communication. The various ways in which the people are displayed in communication may affect students' viewpoints. This study was an attempt to examine several potential areas of gender-bias in the representation of women and men in the pre-university English textbook, an English language teaching (ELT) textbook with two volumes taught in the high schools of Iran. To evaluate this textbook, content analysis was done in terms of gender-bias, gender-neutral, male-generics, and the firstness in the reading texts, instructions, exercises and illustrations. The frequency and percentages of names, nouns, pronouns and pictures attributed to each gender (i.e., males and females) were obtained and chi-square tests were carried out. In general, names, nouns and pictures pertinent to males outnumbered those attributed to females. Besides, there was a statistically significant difference between males and females in the two volumes of the pre-university textbook in terms of the above features. Also, male-oriented terms came first more frequently. However, there was not a statistically significant difference between male and female pronouns between the two volumes, though the percentage of male pronouns was higher. Moreover, the textbook included many gender-neutral nouns and pronouns not having any gender orientations. Findings indicated that the Iranian pre-university English textbook was somehow male-oriented and gender-biased as regards names, nouns, firstness and pictures associated with them though great efforts were made to avoid specific gender orientations.Keywords: Evaluation, gender-bias, pre-university, textbooks MENGEVALUASI BIAS GENDER DALAM BUKU TEKS PRA-UNIVERSITAS DI IRANAbstrak: Buku pelajaran bisa mempengaruhi perilaku, sudut pandang, dan pilihan bahasa para pelajar dalam komunikasi bahasa asing atau bahasa kedua mereka. Pajanan atas beragam cara orang-orang berkomunikasi bisa mempengaruhi sudut pandang para siswa. Kajian ini merupakan upaya untuk mencermati beberapa bidang yang berpotensi mengandung bias gender dalam representasi perempuan dan laki-laki pada buku pelajaran Bahasa Inggris pra-universitas, sebuah buku pengajaran bahasa Inggris yang terdiri atas dua volume yang diajarkan di sekolah-sekolah menengah di Iran. Untuk mengevaluasi buku pelajaran ini, analisa isi dilakukan untuk hal-hal yang berkaitan dengan bias gender, kenetralan gender, keumuman pria, dan kepertamaan dalam teks bacaan, perintah, latihan, dan ilustrasi. Frekuensi dan persentase