Given the significance of teacher credibility and its impacts on learning and teaching processes, the present study aims to investigate whether there are any significant relationships between teacher credibility, and the two newly-developed concepts (i.e., emotionalization and life syllabus) in relation to achievement scores of English as a Foreign Language (EFL) learners. To this end, 300 EFL learners were asked to take teacher credibility, emotionalization, and life syllabus scales. Structural Equation Modeling (SEM) was utilized to examine the probable relationships. Findings revealed that exvolvement, as a component of emotioncy, can lead to higher achievement scores, while involvement, as another component of emotioncy hierarchy, brings about the opposite results. Furthermore, the findings indicated that higher rates of teacher credibility can lead to higher achievement scores. It was also revealed that life syllabus and emotionalization increase teacher credibility although they do not affect achievement scores directly. Finally, the results were discussed, and some suggestions were made for future studies in the realm of language education.

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