In this study, an attempt was made to measure the relationship between emotional intelligence and metacognitive reading strategies among intermediate-level English students. Initially, 82 language learners from Payame Noor University were selected based on simple random sampling. The researcher explained the purpose of the test and asked them to answer the questionnaire correctly. The OPT level test was performed for them and the results were used to select a homogeneous group of participants whose scores were between a standard deviation lower and higher than the average. Two questionnaires on emotional intelligence and metacognitive reading strategies were used to collect the required data. The result of the rank-spearman correlation showed that there is a positive correlation between emotional intelligence and metacognitive reading strategies. The study provides implications for the ELT community. Manuscript profile

The current research explored the connection between teaching styles and overall resilience among Iranian EFL instructors. Utilizing a correlational research design, the study selected 100 EFL teachers from diverse educational settings through convenience sampling. The participants were asked to complete two assessment tools: the Multidimensional Teacher Resilience Scale and the Grasha-Riechmann Teaching Style Survey. Data analysis was conducted using descriptive and inferential statistical methods via SPSS 26. Findings indicated that Iranian EFL teachers exhibited a moderate level of general resilience, with professional resilience emerging as the most prominent dimension. Additionally, all categories of teaching styles were found to be significant predictors of general resilience, with the expert teaching style serving as the strongest predictor and the formal authority style as the least influential. The study concluded that teaching styles may play a crucial role in fostering the resilience of EFL teachers, offering several implications and recommendations for teacher education and professional development. Manuscript profile