This study aimed to investigate the relationship between three foreign language learning emotions: foreign language learning enjoyment, foreign language classroom anxiety, and foreign language learning boredom among high school EFL students in Zahedan, Sistan and Baluchestan Province. In this research 200 male and female EFL learners were selected as participants The sampling was done through convenience sampling. Three research instruments were used as a questionnaire named short-form foreign language classroom anxiety scale, foreign language enjoyment scale and foreign language learning boredom scale. In order to find the relationship between the defined variables, multiple correlation was conducted. The findings revealed that the relationship between foreign language enjoyment and foreign language boredom was negatively significant. Furthermore, the relationship between foreign language anxiety and foreign language boredom was positively significant. Additionally, foreign language enjoyment and foreign language anxiety had a negative relationship. The obtained results bear implications for education in general and EFL instruction in particular.

This study investigates the relationship among language learning strategies, personality type and gender of Iranian English distance learners. The Strategy Inventory for Language Learning and Myeres Briggs Type Indicator were used to collect data from distance learners of Payam Nour University majoring in English. Statistical procedures used to analyze data revealed that there is a significant relationship between language learning strategies and personality types of distance learners. Also it indicates that students with ENTJ and ESTJ personality type are significantly better in strategy use than students with other personality types. The results obtained in this study also demonstrate that there is a relationship between language learning strategies and gender: males are better language strategy users than females at distance education.

In this paper I will briefly examine a variety of techniques and strategies which teachers can employ in order to persuade and motivate their students. As Domyei (2001: 116) notes, "teacher skills in motivating learners should be seen as central to teaching effectiveness". Even though there have been a lot of education-oriented publications guidelines, they do not offer an efficient guide to practitioners. Thus, our main goal is to focus on a set of techniques and strategies to enhance foreign language learning.

Many books have been written to illustrate the position of the new technologies in teaching and learning a foreign or second language (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second Language Teaching and Learning edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in teaching and learning an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

Over the past 25 years, autonomy has been a popular focus for discussion and increasingly influential in foreign Language education. Most research is concentrated on learner autonomy, while teacher autonomy has been seriously neglected. Recently, however, researchers and experts have realized that to enhance learner autonomy, we must enhance teacher autonomy (e.g., Benson 2000; Little 1995; Little, Ridley & Ushioda 2003; McGrath 2000; Thavenius 1999). Teacher autonomy is now recognized as an important factor that affects the development of learner autonomy in foreign language education. However, it is very difficult for teachers to develop autonomy in the classroom especially when learners are used to traditional methods and techniques that teachers play the main role. The concepts of teacher autonomy and learner autonomy have been introduced and widely discussed as the learning responsibility of learners has been paid more attention to so as to improve the learning autonomy in SLA. Therefore, a comprehensive discussion of teacher autonomy and learner autonomy is of utmost importance to foster a better understanding and application of learning autonomy. Autonomy becomes a need for language learners and a must for language teachers who play a key role in developing learners’ autonomy.