Though several researchers have thus far attempted to address the viable relationship between EI and burnout, it seems that few have approached the notion of burnout by considering the influence of teachers' coping resources such as EI especially in an EFL context. Thus, in an attempt to bridge this gap, the present study sought to explore the association between burnout and EI in a sample of 75 high school EFL teachers in West Azerbaijan. Successive to the administration of Maslach Burnout Inventory-Educators Survey (Maslach, Jackson, & Leiter, 1996) and Bar-On's EQ-i (1997a, b), the data were analyzed through running Pearson Product-Moment Correlations, Regression analyses and Independent-Samples t-tests. The findings showed that EI was reversely correlated with burnout, and it could be a potent predictor of burnout. Also, in line with the gained upshots age and teaching experience were positively correlated with EI and reversely correlated with teacher burnout. Finally, significant differences among teachers' burnout (but not their EI) were found with respect to gender.

Only quite recently has the concept of demotivation (as a partially neglected facet of motivationally-oriented investigations) come to the foreground of attention of researchers and educationalists interested in psycho-affective foundations of learning. Though literature on psycholinguistic underpinnings of learning is laden with varied probes into different pedagogical aspects of motivation, and thereby lack of it, studies directly attending to the notion of demotivation still suffer from a considerable paucity. Thus, faced with the above-said dearth of research on demotivating elements and their repercussions for didactics, the researchers in the current study set out for a partially full-fledged journey through the main underlying reasons for the learners' lack of motivation for learning English as a foreign language, particularly in the context of Iranian high schools. To come up with satisfactory answers to and justifications for the major research questions of the study, which tried to grapple with the demotivational bases of learning among Iranian EFL high school learners, a sample of 165 students from Maragheh (a city in East Azerbaijan, Iran) Nemouneh High School were selected as the participants of the study. The process of data collection was mainly carried out through the administration of a 50-item Likert scale demotivational questionnaire, which mostly centered around the learners' negative experiences of learning English as a foreign language. As a complementary phase to the current study, the English teachers instructing in the said high school were also involved in the course of data collection, through providing answers to an open-ended question concerning their experience of demotivating factors. Successive to the collection of data, several statistical procedures including one-way ANOVAs and chi-squares were run to analyze the learners' responses to the questionnaire items. The findings of the study, in brief, revealed no significant difference among the classes, except for the items related to the effect of teacher's personality and behavior, learners' experience of failure and learners' lack of success. The results also pointed to no significant differences among majors with the exception of the items attending to the effect of teacher's personality and behavior as well as the learners' experience of failure.

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Abstract-The augmented interest, at the wake of the new millennium, apropos different modes of computer assisted instruction gave rise to the naissance of a new generation of CALL-based research known as MALL. As research over MALL might be said to still be in its infancy, a multitude of untouched areas remain to be dealt with, among which mention can be made of the way mobile assisted programs can bring about a better implementation of vocabulary instruction. Hence, in the current study, the viable effect of using MALLoperated vocabulary instruction technique on the process of vocabulary acquisition has been scrutinized. To this aim, forty elementary learners (all females) studying at the Iran Language Institute (Mohabad branch, Iran) were selected. To tap the data, the researchers utilized a variety of instruments including questionnaire, interviews, and a multiple-choice vocabulary test. The statistical analysis was mainly carried out through the use of ANCOVA. In tandem with the gained upshots, it was revealed that treatment through the application of mobile assisted vocabulary learning had been quite effective in improving learners' vocabulary acquisition. The results also indicated that the use of this technique had been effective in changing the learners' attitudes towards the proper use of mobile phones for pedagogical purposes.

Known as the intelligent use of emotions, EQ has long been scrutinized from a multitude of varied perspectives. Likewise, literature on learning styles also enjoys a sufficient amount of depth and breadth. Yet, the ostensible bonds between these two constructs have rarely been addressed by the research community. Hence, the current study seeks to look into the viable relationship between emotional intelligence and learning styles of freshman Iranian EFL learners. To this end, two questionnaires, i.e. Bar-On’s EQ-i (1997) as well as a user-friendly version of learning styles questionnaire developed by Chislett and Chapman (2005) were administered to 132 students (42 males and 90 females). The final analysis of data, implemented mainly through the use of Pearson product moment correlation and t-test, pointed to a positive meaningful relationship between emotional intelligence and learning styles (r = 0.66). Furthermore, in line with the findings, a significant difference was found to be at work with regard to the performance of different genders on Bar-On’s EQ-i