Can Learning Styles, Teaching Styles, and Teachers' Self-Efficacy Predict Iranian EFL Students' Language Learning Achievements? A Structural Equation Modeling Analysis

  This paper investigates whether the combined effects of teachers' teaching styles, the teachers' self-efficacy and the learners' learning styles impact on the learners' final achievement. ۸۰۰ intermediate Iranian English learners filled out the Grasha Learning Styles Inventory (۱۹۹۰) and ۱۴۴ Iranian English teachers completed the Grasha-Riechmann Teaching Style Inventory (۱۹۹۶) and Tschannen-Moran and Woolfolk Hoy's (۲۰۰۱) Teacher Sense of Efficacy Scale (۲۰۰۱). Structural equation modeling analysis revealed that the variables under study significantly contributed both directly and indirectly to the learners' final achievement. The "efficacy in classroom management" was the most powerful predictor of the learners' achievement reflecting one of the most common learning patterns in Iranian EFL classroom contexts and supporting the path model proposed in the study.

Keywords:

Learning Styles , Teaching Styles , Teachers' Self-efficacy , Learning Achievements , structural equation modeling