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Abstract
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Academic setting is filled with variety of emotions both positive and negative which affect learners' cognitive process (memory and attention), motivation, performance, and even occupation. Essential role of affects in educational setting have been studied by Neuroscience and cognitive science as learners undergo divers emotions in the class, taking part in the activity, doing homework, and taking exam. Affects are prevalent in language educational setting. In the past decades, numerous studies have been conducted in Foreign Language Acquisition (FLA) about impact of emotions on learning and teaching. However, these researches mainly have focused on one negative emotion (anxiety) and other (positive or negative) emotions have been neglected. Therefore, achievement emotions have been represented by Pekrun two decades ago to indicate that emotions other than anxiety can affect learning process. Since then varies studies have been conducted in field of FLA to investigate impact of achievement emotions on FLA learners' engagement and achievement. However, there is no sufficient research conducted among Iranian EFL learners that study eight achievement emotions relationship with engagement and achievement. As different emotions can affect different dimensions of engagement and achievement. Therefore, The aim of this study is to investigate the relationship between Iranian EFL learners' achievement emotions, learning engagement and learning achievement among Iranian EFL learners, providing knowledge to our understanding of
effect of emotional factors on engagement and achievement in different cultural context.
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