Abstract-This study aimed to explore the nature of emotion regulation behavior among EFL teachers. To this end, semi-structured interviews were conducted with 18 EFL teachers teaching general English courses in both private language institutes and public schools in Iran. All interviews, conducted in Farsi, were first transcribed and translated into English. Then, through the use of conceptual content analysis technique, the data were scrutinized for emotion regulation strategies. Overall, five main categories, namely, Teaching Context Preference / Avoidance, Teaching Context Adjustments, Attention Direction, Reappraisal, and Reactive Strategies emerged in the interviews. The emerging categories from the conceptual content analysis corresponded, to a great extent, to the Process Model of Emotion Regulation proposed by Gross (1998).

The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical knowledge encompasses eight macro categories; namely, knowledge of language and related disciplines, knowledge of ELT theories, skills, and techniques, knowledge of context and social relations, knowledge of class, time, and learning management, knowledge of research and professional development, knowledge of practicum, knowledge of teachers and their assessment, and knowledge of reflective and critical teaching. Among these categories, the first four ones are shared by language teachers, while the rest belong to the domain of teacher educators. The findings also revealed no significant statistical difference among the categories proposed by the three groups of the participants. The results are discussed and suggestions are provided for future research.

Conference abstracts are under-represented promotional texts in spite of their key role in the academic life of and communication among scholars. This generic study attempts to capture the structures and strategies of 160 applied linguistics conference abstracts from four world areas in terms of semantic units of Introduction, Method, and Findings and their Moves and Steps. Results revealed similarities and differences arising mainly from the idiosyncratic nature of genre, place of presentation, and western versus non-western, center versus periphery, and theory- versus application-oriented cultures. Implications for novice and non-native researchers to communicate and submit conference abstracts effectively follow a detailed report.

Although many language teachers resort to their first language (L1) at various junctures during their practice, not many studies have tried to understand the reasons for this from teachers’ personal perspectives. This study aimed at investigating English as a foreign language (EFL) teachers’ cognitive processes during their classroom codeswitching. Stimulated recall technique was used to tap into teachers’ cognition. An entire session of four EFL teachers’ classroom practice was video-recorded. This was followed by an interview session in which participants tried to recall their thoughts while watching their own performance. The recollections, which were recorded and transcribed, were then analyzed using a three phase model of theme assignment, categorization, and labelling. The findings showed that eight factors were mentioned by teachers as the reasons for their codeswitching with Students’ Better Comprehension and Efficiency constituting the most and least important ones, respectively. Implications are drawn for classroom practice and suggestions for future research are provided.

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