Mediating Role of Identity Styles and Learner Autonomy in Writing Ability

Abstract

This study investigates the relation between EFL (English as a foreign language) learners’ autonomy, their identity styles, and their writing ability and it aims to show which independent variables have higher predicting power on variances in writing. To this end, 60 Iranian university EFL students at the language center of the researchers’ institution were selected to participate in this study. The results of Pearson product moment correlation coefficient and regression analysis on participants’ answers to learner autonomy and identity styles questionnaires and their writing performance indicated that all identity style types significantly correlate and predict learner autonomy and only commitment identity style could predict writing ability. Multiple mediation analysis indicated that the identity styles significantly mediated the effect of autonomy on writing. The findings can provide insights to operationalize autonomous learning, learner-centered learning and individualized learning. The implications and suggestions for future direction of research are discussed in the light of limitations of the study.