---

The present research investigates the conceptualization of the metaphors of “fear” in the Quran. Conceptual metaphors are an important discourse in cognitive linguistics. In this approach, metaphors are believed to be a cognitive phenomenon which manifests in language. This research aims to identify the initial spheres based on which fear has been conceptualized in the Quran and endeavors to attain the stance of the Quran on this emotion. To this end, a body of 607 verses containing the concept of fear was collected. In the next stage, 18 concepts were identified using cognitive analysis. The two schemas of force and movement as the initial spheres play a major role in the conceptualization of “fear” in the Quran. In conceptualization based on movement, behavioral and physiological actions of people facing external forces indicate their lack of control and defeat by external forces, with a virtual basis in most cases. In return, in conceptualizing fear based on the schema of force, the presence of a range of forces such as pressure, blocking, and redirection in facing external forces express the voluntary reaction of people in overcoming the external forces. Hence, in line with its guiding purposes, the Quran has missioned the prophets, in many cases as a divine command, to ask His audience to confront the non-divine external forces with the force arising from – the fear – of divine majesty.

---

The purpose of the present study was to examine the interrelationships between the perception of social and teaching presences and the satisfaction of basic psychological needs, persistence, intrinsic motivation, and negative emotions of Iraqi EFL learners in online courses. To this end, 200 intermediate Iraqi university students studying English were recruited to participate in the study. Then they were asked to complete self-report questionnaires on their perception of social and teaching presence, satisfaction of basic psychological needs, intention to persist, intrinsic motivation, and negative emotions. SEM analysis showed that the students’ perceptions of social and teaching presence had a positive relation with their satisfaction of basic psychological needs, persistence, and intrinsic motivation. The results, however, showed that there was a negative relationship between the students’ perceptions of social and teaching presences and boredom, anxiety, and shame.  The results imply that providing opportunities for students to interact effectively with their instructors and peers in online classes in a socially supportive environment can lead to positive outcomes. The implications of the study are discussed, and suggestions for further research are proposed.

---

The present mixed-methods study aimed to provide the preliminary profile of Iranian EFL teachers’ Psychological Distress, Foreign Language Teaching Enjoyment, and wellbeing. In this vein, 243 Iranian EFL teachers aged between 20 to 51 were recruited from four provinces and were asked to reflect and respond the questionnaires. The results of the Pearson Correlation signaled a significant negative relatedness of Psychological Distress with the other two variables which were significantly and positively associated. Building upon the quantitative results, we further explored the coping strategies with which the teachers would alter and allay the negativity of Psychological Distress in their daily life and teaching experience. The qualitative results of the interview obtained from 40 teachers showed that they use self-related, and others-related strategies to cope with their distressful feelings. The findings of the present study would be useful for teachers and teacher educators by giving them an eagle eye towards teachers’ negative feelings and the ways by which they can handle unpleasant feelings and move toward wellbeing.
 

---

The current study identified EFL teachers' emotional experiences in technology-equipped classes from an appraisal theoretical framework (Frenzel, 2014). It further explored the underlying antecedents of the recognized emotions and sought instructors' suggestions for improving the current unpleasant feelings experienced. To this end, 10 EFL teachers took part in the study. Necessary data were collected through journalkeeping and semi-structured interviews. The obtained data were analyzed using Merriam's (2009) inductive approach. Research findings revealed that teachers enjoyed the class as a result of students' achievement, positive interactions among learners, and pupils' active involvement. Moreover, they felt proud if they received positive feedback from students, observed progress in students' learning, and felt capable of instructing the learners. Furthermore, shame was experienced because of feeling unable to work with technical tools, strong filtration on educational websites, and not having internet-connected systems in class. Anger was also reported to be felt if they had to work with obsolete or impaired devices. Finally, teachers' pity was aroused as they perceived the lack of professional technical tools as detrimental to students' learning. They also mentioned that they felt compassion for learners as they cannot take part in CBTs and have limitations accessing e-sources online. Teachers also argued that unpleasant emotions could be minimized through investing in equipping classes, holding training courses, and establishing a criterion for teaching evaluation. In the end, the implications and limitations of the study are discussed.
 

---

 

---

Objective correlative is the non-vocal expression of emotions through a set of sophisticated situations, events which bring to the reader the same emotions. In other words, the writer instead of direct expression of emotions, illustrates them by object, situations and events in order to influence the reader. This disinterested or impersonal theory of foregrounding emotions or experiences in art and poetry is also being used in the poetic vocations of both Nima and Shamloo. So the present comparative study intends to show the manifestation of the term objective correlative in some of the poems by these two poets, which does not seem to have received so far a significant attention by the researchers. Of Nimas poems, the authors have selected: Guard of night, Night whole night and Night, Call him, and of Shamloo’s poetical vocations they have chosen: Rejected, Where is the flower, There is nothing to say, Euology, Connection, Ibrahim in the fire, and Plan.      

---

Avicenna did not explicitly present a distinct theory titled "Theory of Emotions" in his works. However, based on scattered references, it appears that the core of emotions, in his view, is evaluation, divided into two categories: motivational and non-motivational. Another component that seems common in all instances of emotions is pleasure and pain, although there is also evidence against this claim. There are ambiguities in Avicenna's text regarding the relationship between emotions and the body, but most evidence favors the assumption of a non-essential relationship between emotions and the body. Concerning the relationship between emotions and ethics, the conceptual analysis of virtue as one of the pillars of ethical discourse indicates a necessary relationship between emotions and virtues, suggesting a connection between emotions and ethics.
 

---

The Arbaeen pilgrimage, a remarkable display of cultural-religious beliefs intertwined with time and space, embodies the essence of human faith in action. This research delves into the aesthetic aspects of this momentous journey, exploring its positive and negative components and proposing solutions for enhancement and rectification. Assessing aesthetic perception and judgment is a complex endeavor that necessitates empirical studies, conceptualizing, and evaluating human emotions. Measuring emotional concepts extends beyond the artistic realm, encompassing design, environment, nature, and even cognitive frameworks.
This study aims to evaluate the aesthetic emotions of pilgrims during the Arbaeen pilgrimage, addressing objectives such as the factors influencing aesthetic emotions, the impact of the environment on aesthetic emotions during Arbaeen, the effect of emotions on individual satisfaction, and providing recommendations for environmental improvement and enhanced pilgrim aesthetic experiences.
Employing a mixed-methods approach, the study utilizes both quantitative and qualitative data collection methods. Data was gathered through a specialized questionnaire based on the Neuroscience Aesthetics Scale, interviews, and field observations conducted by the researchers during the Arbaeen pilgrimage. The target population comprised 200 participants in the Arbaeen pilgrimage in 1401 AH (2022 CE), including 100 men and 100 women aged 20 to 50 years. The questionnaire data was analyzed using SPSS software, and the interviews were reviewed. Based on the comprehensive data, appropriate solutions were proposed to improve the conditions and enhance the environmental quality.
The target population consisted of 200 participants in the Arbaeen pilgrimage in 1401 AH (2022 CE), including 100 men and 100 women aged 20 to 50 years. The questionnaire data was analyzed using SPSS software, and the interviews were reviewed. Finally, based on all the collected data, appropriate solutions were proposed to improve the conditions and increase the environmental quality. The results indicated that the aesthetic experiences of the pilgrims were influenced by three main factors: management, infrastructure, and cultural-religious aspects. These factors can be further classified into 15 sub-components. The findings of this study suggest that by improving the three areas of management, infrastructure, and cultural-religious aspects, the quality of the aesthetic experience of the pilgrims in the Arbaeen pilgrimage can be enhanced. This can be achieved through various measures, including cultural training, improved infrastructure, appropriate planning, coordination between organizations, the use of technology, monitoring, and evaluation.

---

---

---

Extended abstract
Emotion plays an important role in human life and many of his behaviors and thoughts - consciously or unconsciously - have an emotional origin; therefore, knowing the causes of the emergence of emotions and their method of management have a great impact on mental health and individual and social behavior. In fact, it plays an effective role in creating social peace. What is important in the occurrence of emotions is the role of culture in the type of emotion occurrence and its management method; emotion, like other behaviors, is a product of learning and its appearance can be different in different societies. For example, the way of expressing grief in a mourning ceremony is in the form of crying and sorrow in one culture and in the form of singing and dancing in another, so it is very important to know the cultural aspects of emotion. It is necessary to refer to literature because of the close relationship between literature and culture. Among of all the literary genre, proverbs, considering that they are linguistic symbols of culture and have roots in the culture of their nation, it is possible to find cultural uniqueness characteristics from them. Accordingly, this article examines the cultural factors affecting the formation of emotions and their management method in Dehkhoda's proverbs and sayings, and by examining the evidence obtained, it seeks to achieve these goals: 1. Determining the amount and order of the frequency of emotions in popular culture, 2. The factors and solutions presented for emotions in this work, and 3. Explaining the role of culture in emergence of motions factors and their management.
Review of the Literature
In the field of cultural proverb research, a thesis entitled "Discourse analysis of cultural structures of Persian proverbs based on the proverbs of Dehkhoda" (2008) was conducted, in which the author examines the culture from the perspective of the verbal communication of proverbs. In another work, "Ethnological investigation of ironies in Persian literature (case study of Dehkhoda's proverbs and proverbs)" (2010), the researcher collected and analyzed ironies in proverbs, and classified them according to their frequency, and from the psychological point of view. There is a dissertation entitled "Psychological basis of Persian proverbs" (2014), which is completely different from the subject of the article. Ahmad Parsa (2013) in a part of the book Scientific and Literary Analysis of Persian Parables and Proverbs has devoted a discussion to the expression of external and internal states and inactions in parables, and an article titled "Psychological analysis of fear emotion in Dehkhoda's proverbs" (2019) has focused on the manner and causes of the emotion of fear in proverbs.


Methodology
To achieve the above goals, the method of "inferential content analysis" has been used. The sample is a four-volume book of Dehkhoda's proverbs, and the sample of research is all the Persian proverbs in this work.
Method
The working method is that first the evidence related to the main emotions i.e. anger and hatred, fear, happiness and sadness, love, surprise and shame are extracted. After that, the evidence of classification and the order of frequency of emotions, and occurrence factors are done. Their management solutions have been identified. Finally, according to the commonalities and differences between the topics and psychology, their cultural aspects have been investigated.
Conclusion
The frequency order of these emotions (anger and hatred, fear, sadness, joy, love, shame and surprise) shows that some emotions (anger, fear, sadness and happiness) were more important in our ancient societies and this practice still exists in today's psychology. On the other hand, the low frequency of some others (love, surprise and shame) and the lack of management solutions for them shows the difference and distinction of our culture towards emotions.
In the first category, when the factors and solutions are considered, we see that the most frequent factors of creating emotions are public and have their roots in the popular culture of people; like the cause of anger, two factors are jealousy, competition and verbal violence, and these factors have their roots in human culture. If we go back to the first jealousies in human history, we can see what brought Adam to earth, and Abel and Cain quarreled with each other, it was the jealousy and rivalry of Satan and Cain.  In the case of fear, the two factors of hypocrisy - a kind of fear of sin - and death have the highest frequency and are considered two general factors and have roots in human culture. The reason for expelling a person was to escape from death and access to immortality, and the fear of death is still present in every human being like a phobia. Therefore, it can be concluded that the factors that cause emotions in proverbs and judgments are general principles and can be applied to any period of time. Of course, the root of this kind of look can be found in the literary genre of proverb, because it is a popular literary type and presented to a general audience, it is necessary to focus on general and universal concepts in that center.
But the type of attitude towards the excitement of love is completely cultural. In psychology, all emotions have positive and negative dimensions, but in the case of love in the proverb, unlike other emotions, no negative dimension was observed, that is, an emotion is considered completely positive. This problem can be rooted in the eastern culture, especially Iranian, and shows the importance of this excitement. In the case of the emotion of shame and surprise, this issue is also true, and the examination of the evidence shows that shame is not only considered an emotion, but it has been proposed as an accepted moral principle, and the acceptance of shame and emphasis on it is rooted in the influence of religious beliefs. It is in the ancient culture of Iran, but in the case of surprise, it seems that it is not recognized as an excitement at all.
Regarding the high-frequency methods of controlling emotions, first of all, the balance that exists in the control of emotions is prominent, and the existence of very useful ways such as awareness, calming, and replacing more useful emotions, etc., among the highest frequencies, shows that our predecessors meditated and had more careful emotions in control. This balance is more prominent in considering the types of happiness, i.e. the happiness that comes from material and spiritual things. One of the important points that is rooted in Iran's religious culture is more emphasis on sustainable happiness or the non-material factors of creating happiness. In the end, it is suggested that more research be done to integrate psychology and culture in other fields such as children's stories, movies, translation, etc.
References
Dehkhoda, A. A. (1984). Dehkhoda's proverbs, vol. 1. Sepehr Printing.
Dehkhoda, A. A.  (2011a). Dehkhoda's proverbs, vol. 2. Parmis Publishing.
Dehkhoda, A. A.  (2011b). Dehkhoda's proverbs, vol. 3. Parmis Publishing.
Dehkhoda, A. A. (2011c). Dehkhoda's proverbs, vol. 4. Parmis Publishing.
Parsa, S. A. (2014). scientific and literary analysis of Persian’s proverbs. Research.
 

---

The current study investigates the similarities and differences of conceptualization of SADNESS in representative corpuses of ordinary (non-poetic) and poetic language. Analysing two separate corpuses (Persian Language Data Base and Farsi Language Corpus), the writers managed to identify and extract the relevant conceptual metaphors of SADNESS in both ordinary language and contemporary poetics respectively. Then according to Conceptual Metaphor Theory of Lakoff and Johnson (1989), the most frequent generic and specific mappings of SADNESS in both ordinary and poetic language were determined. The study showed that almost all the generic metaphors of SADNESS occur in both types discourse, though some of them occur significantly in either the one or the other type. An analysis of the two sets of metaphors revealed several important differences between poetic and non-poetic conceptualization of SADNESS, including the higher degree of agentivity, positive conceptualization of SADNESS and unconventionality in poetic language compared to non-poetic genre. The finding that almost all the identified metaphors are found in poetic and non-poetic language supports Lakoff and Turner’s claim (1989) that there is nothing essentially different about poetic metaphors.
 
 

---

Understanding the impact of various factors on language testing is important. Therefore, it is necessary to understand how they affect test scores in order to design and standardize language tests (Bachman, 1990). Based on the same logic and considering the need of fair reviewing for any tests claimed by ETS (2010), it is essential to identify, reduce and eliminate factors unrelated to the structure that hinder the optimal performance of test takers (Messick, 1989).
 According to Vinson (2014), words themselves are a powerful tool for expressing emotions. Does a factor such as vocabularies in a text stimulate emotional reactions? When we read a text, we use our knowledge to understand its vocabularies, but in addition, by reading the vocabularies, emotion may be stimulated, which are deliberately not examined during the test.  This research is intended to investigate if the vocabularies of TOEFL passages are likely to stimulate emotion as the construct-irrelevant factor which could affect the accuracy and legitimacy of the TOEFL test. Also, our hypothesis is that the amount of emotion evoked in the words of TOEFL texts is different from each other, and other factors intervene in this category.
By using the initial pilot sampling and with the help of PASS Software  to determine the size of the final sample, 393 people were randomly selected by Random Number Generator Software. In addition, according to  the method of detecting emotions by forming an  emotional dictionry proposed by Turney (2002), the present study labled parts of speech of each word and then the words were grouped together as meaningful expressions into a five-page list of phrases like a dictionary. Through this method, the present study could determine the intensity and valenance of the selected particpants’ emotions in relation to the phrases selected from TOEFL iBT reading passages. Also, it was significant to measure if emotional intelligence could be influential on the evoked emotions of the words and phrases; thus, Emotional Intelligence Questionare of Schutte (1998) was selected.  The research procedure was that the selected participants read three TOEFL passages without answering their reading questions; instead, they did Emotional Intelligence Questionnaire and self-reported their emotions through the five-page list of  words and phrases.
The results of this study confirmed the validity of the research hypotheses, in the sense that not only the words and phrases of the three TOEFL passages in this research caused emotions but also the three passages were different in terms of emotion, and it can be argued that this can be a construct-irrelevant factor when reading and comprehending TOEFL passages.

The results of this study can increase the awareness of TOEFL test designers. In other words, TOEFL test designers must consider the effect of emotional elements in language assessment because these elements may disrupt the mental order of test takers and can affect their performances. This study casts doubt on the validity and reliability of the TOEFL as a standard test. ETS (2010) is interested in a fair review of tests to identify and reduce factors unrelated to the structure so it is useful considering the emotional interactions in the process of assessing the validity and reliability of any tests.

---

Aims: The current study aimed to investigate the impact of an educational intervention focusing on positive emotions and anger management on fostering positive emotions, mitigating negative emotions and anger, enhancing emotional regulation, and improving the mental and physical health of teachers.
Materials & Methods: The current research employed a quasi-experimental design with pre-test, post-test, and a two-month follow-up. The statistical population comprised 420 elementary school teachers in the 5th district of Isfahan City in 2021, from which 40 individuals were selected as participants using convenience sampling. They were then divided into two groups; one receiving training on cultivating positive emotions and managing anger, and a control group. Participation was voluntary. Data was collected using a 50-item scale assessing positive and negative emotions, anger management, emotional regulation, mental health, and physical health of teachers. Data analysis was conducted using univariate analysis of variance. A follow-up test to assess the intervention’s impact on fostering positive emotions and anger management was conducted after two months.
Findings: The educational intervention on positive emotions and anger management improved mental health, emotion regulation, and physical health, increased the level of positive emotions, and decreased the level of negative emotions of teachers.
Conclusion: Implementing training focused on cultivating positive emotions and managing anger, rooted in the principles of positive psychology, enhances and boosts emotional regulation, as well as the mental and physical well-being of teachers.

---

Early-career language teachers, who are struggling with transitory stages of identity development from students to teachers, can experience an array of negative emotions known as identity tensions. Coping strategies are used by resilient teachers to overcome these tensions. However, the nature and dynamics of such coping strategies employed by EFL teachers are still under-researched in the Iranian context. In order to address this gap, the present exploratory mixed-methods study probed the coping strategies Iranian EFL teachers most frequently use by first interviewing 16 teachers and, subsequently, administrating a developed questionnaire to a cohort of 150 participants. Thematic analysis and between-groups analyses of t-tests and ANOVAs were used for the qualitative and quantitative phases of the study respectively. The results of both phases revealed that Iranian EFL teachers tend to use active coping strategies significantly more often than passive ones. Also, it was shown that female teachers as well as more experienced teachers above the average age of 28 use more active strategies than their younger colleagues. However, type of training did not seem to play a significant role in their choices, which implies a need for a more systematic integration of coping strategy instruction in training programs. The findings of this study can help English teacher trainers, supervisors, and novice teachers form a deeper insight of coping strategies to deal with identity tensions.    
 

---

Positive emotions are regarded as vital constructs in L2 learning. With the advent of positive psychology in SLA, the link between L2 grit and Foreign Language Enjoyment (FLE), as an achievement emotion, has drawn the attention of numerous scholars. However, despite these investigations, what remains is to see to what extent this link can be accounted for by the control and value appraisals of classroom activities and tasks. In other words, what is the matter of debate is how L2 learners’ perseverance and consistency of interest during the performance of language tasks and activities can predict their enjoyment when they are in control of, or out of control of these activities and tasks. Given this gap, this conceptual study attempts to argue the need for the investigation of L2 grit and FLE in light of control-value theory (CVT) and its methodological orientation. These arguments can pave the way for future research on this link via the CVT framework and provide pedagogical and methodological implications for investigators, learners, teachers, teacher educators, educational policy-makers, and advisors to raise their awareness of how the proximal determinants of enjoyment in learning a foreign language can be realized in terms of their perseverance of effort and consistency of interest in achievement activities.

 

---

With the rise of positive psychology (PP) and its emphasis on the affordances of positive emotions to second/foreign language teaching and learning, numerous studies have been conducted on different PP constructs all over the world. Nonetheless, the status of researching this school of psychology in L2 education is still imprecise. To fill this gap, the present state-of-the-art paper intends to flesh out the conceptualizations, premises, versatilities, emerging theories and methods, and research trends in PP and second language acquisition (SLA). Moreover, it elaborates on the seven PP factors, including optimism, immediacy, connectedness, commitment, academic buoyancy, immunity, and mindfulness. Such sample variables have also been supported by scientific evidence from different contexts. Additionally, some potential implications are drawn for stakeholders to enlighten the process and quality of L2 education. Finally, the study suggests some avenues for future studies to expand the scope of PP and SLA research and practice. 

 

---

The present research explores the trajectory of changing emotions throughout the lifelong experience of English language learning and language use among English-as-an-Additional-Language (EAL) students at a Vietnamese university. It employs a qualitatively-driven mixed methods research design with two phases of data collection using initial and exploratory self-designed questionnaires, followed by semi-structured interviews and reflective journals. The quantitative data, collected from English majored students aimed to capture the range of emotions the participants experienced in speaking English. The qualitative data, collected from the students recruited from the questionnaire phase, revealed the complexity and dynamism of their emotions in the process of language learning and use. The findings show that the participants experienced shifting emotions across the different contexts of language learning, including school, out-of-school, and tertiary contexts. The emotions were seen to be dynamic, socially and contextually constructed, emerging from their social circumstances and interaction with others. They were interwoven with self-concept, language learning success, perceived standing in different communities, and relationships with others. The results also provide theoretical and practical implications for emotion research and pedagogies of EAL teaching and learning.