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Abstract
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The inadequacy of research on the relationships between the EFL teachers’ resilience, well-being, and academic emotion-regulation highlights the consequential role of the present study in the field of SLA. More specifically, it can be argued that the present study makes a significant contribution to this field owing to the fact that it: a) highlights the significant role of the language teacher factors in the process of language instruction in diverse language instruction settings including the private language institutes; b) accentuates the fact that the language teachers’ affective factors might have a noticeable effect on their pedagogical efficacy in the context of the classroom; c) underlines the importance of the language teachers’ reflective practices for developing a better understanding of their various affective factors in their academic settings; d) motivates the SLA researchers to carry out similar studies in both second and foreign language learning contexts; e) makes the EFL teacher educators, syllabus designers, and language teachers cognizant of the consequential role of the teacher factors in the process of language instruction in the context of the classroom; and f)determines the measures that can be taken to ameliorate the language teachers’ affective factors (e.g. well-being) in order to improve the process of their language instruction in the context of the classroom.
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