Abstract This study aimed to examine the self-concept, self-regulation, and burnout of 20 English teachers on 180 +B1 Iranian language learners in English language schools in Ahwaz, Iran. They were native speakers of Persian and, were selected based on convenient sampling. Data were collected through four questionnaires, one interview, and, an IELTS test to assess teachers' self-regulation, self-concept, burnout, and, students’ perceptions of the teachers' teaching styles. Having been analyzed, the results revealed an association among self-regulation, teaching styles, and students' levels of achievement. Moreover, the study showed that there is a relationship between teachers' teaching styles and their teacher burnout. Finally, the results showed that a teacher's teaching style might have a significant relationship with students' achievement, which is most evident in instructors' autonomy and engagement. The findings of the interviews showed some intriguing aspects of teachers' teaching methods, which were discussed. The study bears some implications for syllabus designers and materials developers, teachers, and learners. One finding, which is the outcome of this survey, sheds light on how teachers' senses of identity, ability to control their emotions, and sense of burnout can impact their effectiveness in the classroom. Keywords: EFL context, self-concept, self-regulation, burnout, teachers’ style.
