TY - JOUR ID - 13689 TI - Mediating Role of Identity Styles and Learner Autonomy in Writing Ability JO - Journal of Applied Linguistics and Applied Literature: Dynamics and Advances JA - JALDA LA - en SN - 2820-8986 AU - Norozi, Aisan AU - Mohamadi, zohre AD - MA of TEFL, English Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran AD - Assistant Professor of TEFL, English Translation Department, Karaj Branch, Islamic Azad University, Karaj, Iran Y1 - 2015 PY - 2015 VL - 3 IS - 1 SP - 97 EP - 115 KW - Writing ability KW - learner autonomy KW - identity styles KW - individualized learning KW - and Learner-Centered Learning DO - 10.22049/jalda.2018.13689 N2 - 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. UR - http://jalda.azaruniv.ac.ir/article_13689.html L1 - http://jalda.azaruniv.ac.ir/article_13689_dbd09a3247bf637ac9adbd3a483a1635.pdf ER -