OICC Press Journal of Education Experiences 3060-6535 7 1 2025 01 11 The effectiveness of Problem-Solving Training on EFL Learners’ positive orientation and language teacher immunity 66 76 10.71922/jee.2025.991544 EN Abozar Aghaei Ph.D. candidate of TEFL, department of English language teaching, Shiraz branch, Islamic Azad university, Shiraz, Iran. Mohammad Rostampour Assistant professor of TEFL, Department of English Language Teaching, Shiraz Branch, Islamic Azad University, Shiraz, Iran. Hajar Aghaei Ph.D. student in psychology, Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran. Journal Article 2025 01 11 This study was aimed to investigate the effectiveness of problem-solving training on EFL learners’ positive orientation and language teacher immunity. This study was quasi-experimental research and pre-test and post-test design and performed on 20 EFL learners and 2 English language teachers at Shahid Motahari high school in Farrashband. They were randomly divided in 2 groups (11 in control group and 11 in experimental group). The researcher used three instruments: problem-solving training protocol (D'Zurilla & Coldfried, 1971), positive orientation (Caprara et al., 2012) and questionnaire and language teacher immunity questionnaire (Hiver, 2017). In the present study, the experimental group received eight sessions of problem-solving training twice a week for 120 minutes while the control group received none. The results of multivariate analysis of covariance presented that problem-solving training significantly increased the scores of EFL learners’ positive orientation and language teacher immunity (P˂0/001). Therefore, it can be said that problem-solving training affects EFL learners’ positive orientation and language teacher immunity.