Learning English as a Foreign Language (EFL) in an enjoyable and challenging environment can make an appropriate context for promoting language achievement. It seems textbooks play a pivotal role in this regard. This study aimed at examining the impact of the supplementary materials on learners' emotional stance and their perceptions of classroom activities (interest, challenge, joy, and choice). To do so, a three-phase study was designed: in phase 1, to evaluate Prospect series (textbook taught in Iranian junior high schools) based on emotional factors, a questionnaire measuring the emotional side of the series was utilized. In the second phase, taking into account the obtained results of the first phase and according to Mortiboy’s (2005) guidelines for teaching with emotional intelligence, supplementary materials were designed. In the third phase, the designed tasks and activities were implemented in a class (experimental group). The results of t-test and multivariate analysis of variance (MANOVA) indicated that the designed tasks had a positive and significant effect on learners' emotional facet, perceptions of class activity, and language achievement. Manuscript profile

Studying a foreign language in a rewarding and motivating atmosphere will create a perfect setting to enhance language proficiency. It appears that course books and class activities are crucial in this context. This experimental research aimed to find the efficacy of supplementary materials designed based on multiple intelligences on learners' attitudes towards classroom activities (enjoyment, engagement, choice, and challenge). To that end, a two-phase study was planned. First, the researchers developed tasks for each lesson of Vision series, the book taught in the high schools of Iran. Then, the experimental groups (N=60) were exposed to the designed tasks and the course book while the control group (N=60) were exposed just to the course book for four months The Babel proficiency test, along with the translated edition of the Students’ Perceptions of Classroom Activities Scale was given to the experimental and control group participants as the pretest and posttest to examine the impact of the developed tasks on their perceptions of classroom activities. The results of multivariate analysis of variance (MANOVA) indicated that the designed tasks had positive and significant effect on the students’ interests, challenge, choice, and joy. Manuscript profile