The major objectives of this study were first to delve into the mindsets of Iranian EFL teachers on the association between intelligence and language learning, and second to examine the ways these teachers perform diverse caring practices in class. To this end, some interviews and observations were run to collect the necessary data. Based on the interview results, teachers were classified into boosters, gloomers, and modulars. The observation results also demonstrated that these teachers cared about their high and low performing students in a different way, providing them with different types of feedback. Finally, the results were discussed and some conclusions were made in the context of language education.

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