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There is nowadays a burgeoning research base, mostly in mainstream education, acknowledging that teachers have the most important impact on students' achievement outcomes. This line of research, however, has not yet found its way into second language pedagogy and little, if any, empirical evidence exists on which set of EFL teacher characteristics promotes positive student learning outcomes. In line with this argument, the present study investigated three important teacher-related variables, i.e. teaching styles, teachers’ sense of efficacy, and teacher reflectivity to see how they relate to student achievement gains in ELT. 30 EFL teachers teaching in Ilam (Iran) high schools participated in this study. The final exam score of the participants' students served as the dependent variable of the study. The results of multiple regression analysis (R=.91) showed that the three variables investigated can significantly predict student achievement outcomes. Besides the R value, the results showed individual correlations between each pair of the variables which reveal interesting relationships. 

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This small-scale study investigates (a) whether academic vocabulary compares in development with vocabulary breadth and depth for Iranian ESP/EAP learners and, if the answer is positive, (b) whether this trend of development happens across proficiency levels. Fifty-seven graduate students served as the subjects who were also divided into high and low groups based on whether they had acquired the most frequent 2,000 words. Multiple regression analysis results show much shared variance between breadth and depth tests, and academic vocabulary test for the participants as a whole group. Therefore, as learners’ vocabulary breadth and depth increase, so does their academic vocabulary. A similar finding is also observed for the high group and low group. However, the finding for the low group is contrary to our expectation. The results suggest more systematic vocabulary development for the high group, less for the participants as a whole group, and least in the low group. This investigation has some implications for language, and more particularly vocabulary, instruction for ESP/EAP purposes in Iran.
 

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Nowadays, teachers are receiving more attention in the studies done in mainstream education since it is believed that they play the most important role in educational settings, and therefore their different aspects, such as teacher efficacy, burnout, teaching style, and emotional intelligence, have received great attention. Moreover, demographic characteristics of teachers are more examined these days since they are thought to play major roles in teachers’ performance in the classroom. Despite great attention to different aspects of teachers and their demographics in mainstream education, such studies are rare in the English Language Teaching field. This study was therefore designed to explore possible relationships among English language teachers’ sense of efficacy, burnout, teaching style, and emotional intelligence on the one hand, and to document probable differences among them with respect to teachers’ gender, degree, and experience on the other hand. To this end, four different instruments, one for each of the variables, were administered among 264 Iranian English language teachers. The findings showed significant even though not high correlations among some of the components of teacher efficacy, burnout, teaching style, and emotional intelligence, as well as significant differences among some the components of these variables with respect to teachers’ gender, degree, and experience. The results of this study can help teacher educators in dealing with different teachers since they will know about the variations among teachers’ performances in the classroom and the problems any teacher with certain characteristics may have.