Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 2 8 2020 01 01 Predictors of Iranian EFL Teachers’ Beliefs about Language Learning / Teaching: Critical Thinking, Reflectivity and Emotional Intelligence in Focus 55 71 109777 10.22034/iepa.2020.230397.1167 EN Mehdi Dehghayedi Ph.D. Candidate, Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran Mohammad Sadegh Bagheri Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran Journal Article 2020 05 24 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. https://journal.iepa.ir/article_109777_b836e7f63675ddf280b239c770ab9712.pdf