The book presents theoretical considerations as well as the results of empirical research on the existence of "directed motivational current" (DMC) experiences among Iranian English as a foreign language (EFL) learners in order to provide insights into how a DMC is triggered and launched, and to explore whether the key characteristics of DMCs could be detected in language learners' experiences in Iran. Although Doernyei et al. (2016) claimed that language learners who experience a DMC may have an amalgamation of several positive emotions, they did not present any evidence of whether these feelings exert any impact on learners' willingness to take part in language learning situations (willingness to communicate (WTC)), their confidence to use their L2, their self-perceptions, and the extent to which they independently try to learn English inside and outside the classroom context (language learner autonomy). This book extensively studies DMCs in an EFL setting and examines how such experiences affect language learners' WTC, self-concept, language learner autonomy, and self-confidence.

The broad purpose of this book which is a response to the dearth of research on incorporating videotaping as a strategy for reflective teaching in Iran, was three-fold: first, it aimed to investigate the contents of reflective teaching through videotaping as reflecting the views of teachers about different aspects of teaching like communication patterns in the classroom, affective climate of the classroom, error correction, etc. Meanwhile, it made an attempt to explore teachers' self reflections and their peers' reflections on the teaching process. This book also strived to shed some light on the effect of reflective teaching through videotaping on teachers' professional development. Data were triangulated from four main sources. The results of the analysis of in situ data may have some enticing implications for EFL teachers, materials developers, and syllabus designers. Particularly, they can consider the implications of research for classroom pedagogy. Finally, it is important not to overlook that further studies are required to support the arguments made in this book and other similar studies. Such a perspective will certainly open up some new avenues of research.