House wives, due to their specific position in the family, should be empowered in any possible way including different forms of training. That house wives belong to a vulnerable group in the society makes attention to them more necessary. With a view to this issue, this study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ domestic violence and quality of life. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Domestic Violence against Women Questionnaire (Mohseni Tabrizi et al., 2011) and the Quality of Life Questionnaire (WHO-QOL-BREF). Data analysis was conducted running descriptive statistics, Kolmogorov-Smirnov normality test, Leven test, and one-way Analysis of Covariance (ANCOVA). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ domestic violence and quality of life. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers. Manuscript profile

House wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992); the Domestic Violence against Women, developed and validated by Mohseni Tabrizi et al. (2011) in Persian; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control and domestic violence. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers. Manuscript profile