Intro
Preface
Contents
1 Overview of the Underlying Frameworks
1.1 Introduction
1.2 Positive Psychology in L2 Education
1.3 Rhetorical/Relational Goal Theory
1.4 Teacher Interpersonal Behaviors
1.5 Positive Interpersonal Relationships in L2 Classes
1.6 Conclusion
2 Review of the Concepts: Theoretical and Empirical Backgrounds
2.1 Introduction
2.2 Care
2.3 Clarity
2.4 Closeness
2.5 Confirmation
2.6 Credibility
2.7 Learner Empowerment
2.8 Affective, Behavioral, and Cognitive Learning
2.9 Conclusion
3 Design of the Study

3.1 Introduction
3.2 Aims and Research Questions
3.3 Design
3.4 Setting
3.5 Participants
3.6 Data Collection Instruments
3.7 Data Collection Procedures
3.8 Data Analysis
3.9 Conclusion
4 Results
4.1 Introduction
4.2 Quantitative Results
4.2.1 Validating the Scales
4.2.2 Reliability of the Scales
4.2.3 The Kolmogorov-Smirnov Test
4.2.4 Descriptive Statistics
4.2.5 Inferential Statistics
4.3 Qualitative Results
4.3.1 Factors Contributing to L2 Students' Empowerment
4.3.2 Factors Contributing to L2 Students' Learning
4.4 Conclusion

5 Discussion
5.1 Introduction
5.2 RQ1: To What Extent Do "5C" Teacher Interpersonal Behaviors Predict Iranian EFL Students' Empowerment?
5.3 RQ2: To What Extent Do "5C" Teacher Interpersonal Behaviors Predict Iranian EFLL Students' Affective, Behavioral, and Cognitive Learning?
5.4 RQ3: To What Extent Does Learner Empowerment Predict Iranian EFL Students' Cognitive, Affective, and Behavioral Learning?
5.5 RQ4: To What Extent Does Learner Empowerment Mediate the Effects of "5C" Teacher Interpersonal Behaviors on Iranian EFL Students' Affective, Behavioral, and Cognitive Learning?

5.6 RQ5: What Factors Contribute to Iranian EFL Students' Empowerment?
5.7 RQ6: What Factors Contribute to Iranian EFL Students' Learning?
5.8 Conclusion
6 Conclusions, Limitations, Pedagogical Implications, and Directions for Future Research
6.1 Introduction
6.2 Conclusions
6.3 Limitations
6.4 Implications
6.5 Directions for Future Research
6.6 Conclusion
Appendix A Teacher Care Scale (TC-S)
Appendix B Teacher Clarity Short Inventory
Appendix C Relational Closeness Scale
Appendix D Teacher Confirmation Scale
Appendix E Teacher Credibility Scale

Appendix F Learner Empowerment Scale
Appendix G Students' Affective Learning Scale
Appendix H Students' Behavioral Learning Scale
Appendix I Cognitive Learning Scale
Appendix J The Open-ended Questionnaire
References