Relationship between Iranian EFL Learners’ Language Learning Styles, Writing Proficiency and Self-assessment

Abstract

This study attempted to explore the preferred language learning styles of a group of Iranian EFL learners and differences in the styles of learners with different L2 writing proficiency levels. Moreover, the study examined differences between the more proficient and the less proficient writers’ self-assessment. The participants were 30 Iranian upper-intermediate EFL students learning English at a language institute. The necessary data were collected through Willing's (1988) Language Learning Styles Questionnaire, a writing self-assessment checklist developed by the researchers based on Paulus’ (1999) grading rubric, and the students’ written compositions. As for data collection, the students were asked to answer the learning styles questionnaire and to do a writing task and finally to assess their own writings by filling out the self-assessment checklist. Moreover, the researchers evaluated the participants’ compositions based on Paulus’ (1999) grading rubric. Data analysis revealed that most of the learners in the sample had a communicative learning style preference and the more proficient writers favoured this type of learning as well. As for the comparison between the students’ writing self-assessment and the assessment done by the researchers, the results indicated that the more proficient writers underestimated their writing ability whereas the majority of the less proficient ones overestimated different aspects of their writing ability.