Zoltán Dörnyei (2005) proposed a new form of motivation which is aiming at equipping the learners with a lifelong approach to motivation which is self-induced by the learner and it is not needed for any extrinsic mediation, having understood how to keep yourself motivated. This study was an attempt to find out the effect of self-motivation strategies instruction on the learners belief on learner autonomy in L2 learning. To find out the possible effect of our independent variable we selected one intermediate level class in grade 2 (25 male) in high school out of the whole population of high school students in west Azerbaijan, Iran via availability sampling. Having ensured for the homogeneity of the class members’ English proficiency through Nelson test, we gave them a questionnaire on the learner’s belief on autonomy in learning L2 to answer. Then within two months, in a separate class the students were given instructions on how to employ self-motivation strategies while learning English. After two months of instruction, they were given the same questionnaire again to get to know the possible effect of our independent variable. Having analyzed the obtained data in SPSS software, the results showed that our hypothesis was rejected and our null hypothesis was verified. Manuscript profile

Emergency online teaching and learning due to the COVID-19 pandemic has called for new research. The pandemic situation has increased the importance of creating a low-anxiety atmosphere and enhancing learners’ enjoyment levels. As a result, this study aimed to investigate the level of language learners’ emotions; that is, foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in online education together with the effect of teachers’ L1 use on these two effects. Participants were 81 intermediate English as a foreign language (EFL) learners in four intact classes, in two of which the teacher used both their first language (L1) and English, while in the other two, he only used English as the medium of instruction. They then completed a questionnaire, consisting of two parts, one designed by Horwitz et al. (1986) and the other one by Dewaele and MacIntyre (2014), which reveal the levels of FLCA and FLE, respectively. The paired t-test indicated higher levels of FLE compared to FLCA reported by the participants. The correlation analysis pointed to a significant negative correlation between FLE and FLCA, implying that as enjoyment increases, anxiety level decreases. Furthermore, according to the independent t-test, learners in both groups reported similar levels of FLE and FLCA. Thus, it could be concluded that teachers’ use of L1 did not affect the levels of FLE and FLCA in online education. The current study provides significant pedagogical implications for EFL practitioners. Manuscript profile

AbstractIntercultural communicative competence (ICC) and intercultural sensitivity (IS) have attracted the attention of a number of researchers in the field of foreign language teaching and learning. Like many other studies carried out by far, the present study tries to explore EFL teachers’ (with short- and long-term teaching experiences) ICC (intercultural communicative competence) and IS (intercultural sensitivity) levels and measure them in practice through administering two questionnaires to discover Iranian EFL teachers’ perceptions or beliefs in understanding ICC and intercultural sensitivity. In order to achieve the above-mentioned objectives, via a quantitative and descriptive design; a sample of 170 EFL teachers with short (N=82)- and long-term teaching experiences (N=88) from different language institutes and high schools in West Azerbaijan province was selected to fill out the two ICC and IS questionnaires. The results of quantitative data analysis showed that both groups of Iranian EFL teachers paid special attention to ICC and IS. It also turned out that the two groups of teachers (with short term teaching experience and long-term teaching experience) were not significantly different in terms of ICC and IS levels. To put it another way, though all EFL teachers were aware of the concepts of ICC and IS and their importance in their teaching practices, they paid attention to the concept of culture. The pedagogical implications of the study are discussed. Manuscript profile