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Introduction: Nowadays, mental health of people has become a complex issue. So that the world health organization has proposed different solutions for health improvements. There has been an increase in mental disorders and depression in different communities and the importance of mental health has been neglected in many cases. It has been stated that social structure and culture play a fundamental role in the formation of some diseases such as depression and stress disorders. Therefore, further investigation is required for the relevance of the two important issues of mental health and culture. UNESCO defines culture “a set of distinctive spiritual, material, intellectual and emotional features of a society or a social group that in addition to art and literature, it encompasses lifestyles, ways of living together, value systems, traditions and beliefs.” Architecture's role in the expression of beliefs and culture, which are the expression of human identity, are believed to be an undeniable role. Therefore, the culture of any society, is the basis of the societies' architecture, in a way that it is the reflection of the community's culture. Iran's traditional architecture is the identity of faith, divine nature of goodness and deep passion. Given the link between mysticism and art in Iranian culture, the principles of Islamic art, especially architecture, influenced by the mystical dimension of Islam. Islamic civilization is based on peace and peaceful houses. According to the Quran, home is a place of rest and peace. So the first aim of building a house is to provide a place for human comfort. In recent years, with the change of lifestyles, the concept of home and residence has been changed. Therefore, the concept of home that was responsive to the needs of the life of human beings, has been changed as a mechanical product. This study endevours to exploit the principles of appropriate home from reliable sources such as Quran and Shi'a jurisprudence and investigate these principles in Iranian-Islamic traditional houses in order to reach a suitable guideline for contemporary houses with regards to Iranian-Islamic culture for mental health improvements of people. Literature review Mental health issue is less addressed in the researches and also there is not enough attention toward increasing mental health and stabilizing it. In most of the essays there are some sorts of solutions which are referring to a cure after happening this mental damage while, it is possible to figure out a solution for preventing this important modern issue which is preventable. Therefore, a sort of architecture which is connected to the life of people and also is a part of this life would have an undeniable effect on stabilizing the mental health. The cultural identity of the society could be considered as an important factor for the mental health of each person. Iranian-Islamic culture in contemporary houses are the most important issue in society needs mental peace and human separation from their culture leads to alienation from the original values of the community. One of the most important strategies in the design of contemporary architecture inspired by the principles of respect for the traditional homes of Iranian-Islamic culture that has defined the overall stability of international sustainability. Generally the features of Iranian culture, not only helps mental health but also helps the sustainability of architecture. According to Iranian culture, house is not just a shelter for residents, moreover, it should induce relaxation. The human sense of independence and external noise is not transmitted to the interior of the house.Traditional Islamic architecture reflects the enduring idea of archetype in the past, present and future through continuous image with timeless character wherein the act of creation on the part of some vast horizons disappear, to be together. Since sustainability has all the comprehensive features to meet the human, psychol

Vocabulary learning is a crucial part of acquiring a language. According to Webb (2014), learning vocabulary is essential for language proficiency, but learning words regardless of their relationship with other words is not enough. Accordingly, this study aimed to investigate the effect of teacher’s voice vs. written messages via WhatsApp on Iranian EFL learners’ learning and retention of lexical collocations. In order to conduct this study, 100 female English language learners were asked to take part in the OPT test and sixty participants whose score ranged one standard deviation above and below the mean were selected and divided into three groups, as one control and two experimental. Then the pretest was administered before any treatment. One of the experimental groups was treated via the teacher’s voice and the next one via written messages through WhatsApp for ten sessions. The participants then took part in the posttest. In order to test the participants’ retention of collocations, they were asked to take part in the two-week delayed posttest, too. The analyses of obtained data showed that the teacher’s voice via WhatsApp had a statistically significant effect on both EFL learners’ learning and retention of lexical collocations. However, the teacher’s written messages via WhatsApp just had a statistically significant effect on EFL learners’ learning of lexical collocations, and it did not have a statistically significant effect on retention of lexical collocations. This is study is significant for all EFL/ESL learners, teachers, and English language institutes.

The present study aimed at investigating the impact of Multiple Intelligences inspired instruction on Foreign Language Teaching Anxiety (FLTA) of Iranian EFL teachers. To this end, an exploratory sequential mixed-methods approach was employed and twenty males and females in-service EFL teachers were selected from different universities and they were randomly divided into experimental and control groups. In the qualitative phase of the study, the aim was to find the sources of FLTA among the participants. Two participants who showed higher FLTA were selected from each group. In order to homogenize the participants, a retired version of the IELTS test was employed in which no significant difference was reported. The Ryff's (2006) questionnaire was utilized as the pre-test and post-test of FLTA. The instruction phase took place on Skype since the participants were from various universities. The results of the study revealed that the members of the experimental group showed less FLTA than those of the control group. Additionally, extrinsic factors such as negative feedback from principles and supervisors, and losing job were found to be among the most significant sources of FLTA.  Accordingly, some recommendations for teacher training programs are provided to empower teacher trainers to be able to help trainees to decrease their FLTA.