TY - JOUR ID - 109777 TI - Predictors of Iranian EFL Teachers’ Beliefs about Language Learning / Teaching: Critical Thinking, Reflectivity and Emotional Intelligence in Focus JO - Iranian Journal of Learning and Memory JA - IEPA LA - en SN - 2645-5447 AU - Dehghayedi, Mehdi AU - Bagheri, Mohammad Sadegh AD - Ph.D. Candidate, Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran AD - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran Y1 - 2020 PY - 2020 VL - 2 IS - 8 SP - 55 EP - 71 KW - critical thinking KW - Emotional intelligence KW - reflectivity KW - teachers’ beliefs DO - 10.22034/iepa.2020.230397.1167 N2 - This study examined the relationship between EFL teachers’ emotional intelligence, critical thinking, and reflectivity and their language learning as well as teaching beliefs. It investigated how well each of the variables can predict EFL teachers’ language learning beliefs and its respective levels. Accordingly, four questionnaires were given to 130 EFL teachers, and the elicited data were analyzed via correlational and multiple/multivariate regression analyses. Results revealed that 18% of teachers’ beliefs was significantly explained by the triplex unity. Critical thinking and emotional intelligence had significant contributions of 25% and 19%, respectively. The collective contributions 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. UR - https://journal.iepa.ir/article_109777.html L1 - https://journal.iepa.ir/article_109777_64725993986191c7f8d2f2ef6166ca50.pdf ER -