زهرا امیریان - Department of English language and literature, Faculty of Foreign Languages, University of Isfahan
میترا شایان فر - Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
محسن رضازاده - Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran

This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L۲ motivational self system (L۲MSS). The participants of this study were ۱۰۰ Iranian teachers and ۵۰۱ students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L۲ motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L۲MSS.

EFL Teachers'؛ Implicit Theories of Intelligence, Self-efficacy, Emotional Experiences, EFL Learners'؛ Willingness to Communicate, L۲ Motivational Self System