The Relationship between Identity Processing Styles and Learning Styles of Iranian EFL learners

The present study attempted to investigate the relationship between Iranian EFL Learners’ identity processing styles and their learning styles. To this end, 29 advanced learners (23 females and 6 males) were randomly selected from an English language Institute in Hamedan using simple randomization. Participants were asked to fill out the 40-item Revised Identity Style Inventory developed by Berzonsky (2010) and 24-item Learning Styles Inventory questionnaires. The Spearman s Rank Order correlation results revealed that Iranian EFL learners’ identity processing style and learning style were not related to each other. An independent t-test applied in order to compare the meanscores of male and female learners revealed that there was not a significant difference between the mean scores of the two groups on the learning style.

کلیدواژه ها:

identity ، identity processing styles ، learning styles