Document Type: Original Article
Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
This study was an attempt to examine the extent of relationship between EFL teachers’ emotional intelligence, critical thinking, and reflectivity and their language learning and teaching beliefs or viewpoints. It investigated how well each of the said variables can predict EFL teachers’ language learning beliefs and its respective levels. To this end, four respective questionnaires were given to 130 EFL teachers, and the elicited data were analyzed by means of the correlational and multiple/multivariate regression analyses. Consequently, the results of the study revealed that 18% of teachers’ beliefs was significantly explained by the triplex unity of the variables. Critical thinking and emotional intelligence had significant contributions of 25% and 19%, respectively. The collective contribution of the three variables were only significant to three of the five dependent levels, i.e. 8% to language nature, 17% to motivation and expectation, and 22% to learning and communication. Accordingly, some pedagogical implications were elucidated.