Azarbaijan Shahid Madani University Journal of Applied Linguistics and Applied Literature: Dynamics and Advances 2820-8986 3 1 2015 03 01 Mediating Role of Identity Styles and Learner Autonomy in Writing Ability 97 115 13689 10.22049/jalda.2018.13689 EN Aisan Norozi MA of TEFL, English Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran Zohre Mohamadi Assistant Professor of TEFL, English Translation Department, Karaj Branch, Islamic Azad University, Karaj, Iran Journal Article 2017 11 16 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. https://jalda.azaruniv.ac.ir/article_13689_dbd09a3247bf637ac9adbd3a483a1635.pdf