Bipolar disorder, as a known disorder throughout the world, negatively affects people personally and socially. In addition, it leads to malfunction and dysfunction in their profession. To help bipolar people, a variety of approaches have been proposed among which positive thinking training can be mentioned. Moreover, professional identity is of importance in the quality of English as a Foreign Language (EFL) teachers’ teaching. This study, using a grounded theory design, aimed at modeling bipolar EFL teachers’ professional identity patterns before and after training on positive thinking. The participants consisted of 25 bipolar EFL teachers (16 males and 9 females) who were purposefully selected from EFL teachers teaching in private language institutes in Kerman, Iran. Bipolar Spectrum Diagnostic Scale and a semi-structured interview were used to collect the data. Concerning the results, a model was proposed wherein, before positive thinking training, the bipolar EFL teachers had a fear of teaching failure, did not emphasize students’ needs, used mainstream teaching methods, had the fear of being known as unknowledgeable, and had the fear of being known as irresponsible and unaccountable. However, after positive thinking training, the bipolar EFL teachers had good communication, classroom management, and motivational skills, were more willing to reach professional development and more proficient in the English language, used the best teaching methods, and had good verbal skills. The findings have some implications for EFL teacher education administrators and bipolar EFL teachers. Manuscript profile

This study investigated Iranian English-as-a-foreign-language (EFL) learners’ use of vocabulary learning strategies (VLSs) and its interrelationship with breadth of vocabulary knowledge (VK), depth of vocabulary knowledge and learning styles especially in relation to gender and age. There was a significant relationship between determination VLS and depth of VK. Learning styles of theorist, reflector and activist provided the basis for increasing and improving breadth of VK. Also, there was a significant and incremental (direct) relationship between theorist, reflector & activist learning styles with depth of VK. In three groups of theorist, reflector, and activist learning styles, social VLS provided the basis for increasing and improving breadth of VK. Also, in three groups of pragmatist, theorist & reflector learning styles, there is a significant and direct relationship between memory VLS and breadth of VK. In males group, there was a significant and direct effect between determination VLS and breadth of VK. Furthermore, in females group, there was a significant and direct relationship between social VLS and depth of VK. Considering the age of participants, in the age group of 20-24 years, there was a significant and direct relationship between metacognitive VLS and breadth of VK. However, in the age group of 25-30 years, there was a significant and direct relationship between cognitive VLS and breadth of VK. Given the important mediating effects of gender and age, it is proposed that vocabulary learning be strategically and stylistically integrated into the accumulative process of English learning. Manuscript profile

This study aimed to investigate the impact of self-regulation training and instruction on EFL learners’ short-term andlong-term retention of English vocabulary in online classes. The design of the present study was a quasi-experimental pre-test post-test control group design. The participants of this study included 60 Iranian maleintermediate EFL learners chosen from among 68 learners studying English at a private language institute inKerman, Iran based on their PET scores. The original sample was selected through convenience sampling. Theparticipants’ ages ranged from 17 to 30. The following instruments were used in this study: a Preliminary EnglishTest (PET) and two researcher-made vocabulary tests. To analyze the data, the Kolmogorov-Smirnov test,Descriptive statistics and Repeated Measures ANOVA were used and according to the results of data analysis, self-regulation training and instruction had a significant effect on EFL learners’ short-term and long-term retention ofEnglish vocabularies in online classes. The findings have some implications for EFL teachers, EFL learners, andcurriculum planners. Manuscript profile

The present study investigated the relationship between teachers’ emotional regulation and psychological well-being. It also explored the emotion-regulation strategies used by349English language teachers.The research, a cross-sectional mixed-method survey, studied Iranian high school teachers from Kerman Province and four of its. Tocollect the data, teachers’ emotion regulation strategies questionnaire and psychological well-being questionnaire were submitted to English language teachers either in person or via email. In addition, a semi-structured interview was used to explore the teachers’ reflections concerning the strategies that they use in regulating their emotions. Correlations showed that emotion regulation and its sub-scale (cognitive reappraisal) correlated positively with teachers’ psychological well-being among English language teachers.The preferred strategy of emotion regulation was cognitive reappraisal. Moreover, the findings showed a medium level of emotion regulation and psychological well-being among English language teachers.Besides, the qualitative findings revealed that teachers used situation selection, situation modification, attention deployment, and cognitive change to regulate their emotions. In brief, curriculum and educational planners should take steps to support teachers in regulating their emotions, which contributes to their psychological well-being. Manuscript profile

Appropriate language learning strategies result in improved proficiency among EFL learners. This paper aimed at investigating the relationship between vocabulary learning strategy use and the breadth and depth of vocabulary knowledge of the EFL learners using structural equation modeling. To fulfill this goal, 200 EFL learners, mainly intermediate level, both genders using cluster sampling procedure, established the participate of the study. Three instruments were used to collect the data: the vocabulary learning strategies survey, the depth and breadth of vocabulary test and vocabulary levels test. Friedman’s test results showed that the proportion of using word learning strategies was not the same among the respondents (p-value <0.05). Comparison of the frequency of using strategies indicates that the MEMORY strategy with (69%) was used more than others and the DETERMINATION strategy with (2.5%) was the least used by the respondents. Also, none of the respondents used SOCIAL vocabulary learning strategy and METACOGNITIVE strategy. Finally, the relationship between DETERMINATION strategy and Breadth of vocabulary knowledge, SOCIAL vocabulary learning strategy and Breadth of vocabulary knowledge, MEMORY learning strategy and Breadth of knowledge, COGNITIVE learning strategy and Breadth of knowledge, METACOGNITIVE learning strategy and Breadth of knowledge, SOCIAL learning strategy and Depth of knowledge, COGNITIVE learning strategy and Depth of knowledge and METACOGNITIVE learning strategy and Depth of vocabulary knowledge is not significant (p-value>0.05). These findings have implication for teachers, students and English language teaching policy makers. Manuscript profile

Appropriate language learning strategies result in improved proficiency among EFL learners. This paper aimed to investigate the relationship between vocabulary learning strategy use and the breadth and depth of vocabulary knowledge of EFL learners using structural equation modeling. To fulfill this goal, 200 EFL learners, mainly intermediate level, both genders using cluster sampling procedure, established the participated of the study. Three instruments were used to collect the data: the vocabulary learning strategies survey, the depth and breadth of vocabulary test, and the vocabulary levels test. Friedman’s test results showed that the proportion of using word learning strategies was not the same among the respondents (p-value <0.05). A comparison of the frequency of using strategies indicates that the MEMORY strategy with (69%) was used more than others and the DETERMINATION strategy with (2.5%) was the least used by the respondents. Also, none of the respondents used the SOCIAL vocabulary learning strategy and METACOGNITIVE strategy. Finally, the relationship between DETERMINATION strategy and Breadth of vocabulary knowledge, SOCIAL vocabulary learning strategy and Breadth of vocabulary knowledge, MEMORY learning strategy and Breadth of knowledge, COGNITIVE learning strategy and Breadth of knowledge, METACOGNITIVE learning strategy and Breadth of knowledge, SOCIAL learning strategy and Depth of knowledge, COGNITIVE learning strategy and Depth of knowledge and METACOGNITIVE learning strategy and Depth of vocabulary knowledge is not significant (p-value>0.05). These findings have implications for teachers, students and English language teaching policymakers. Manuscript profile