Mojgan Rashtchi - Associate Professor of Applied Linguistics Islamic Azad University, North Tehran Branch, Tehran, Iran
Vahid Panahzadeh - PhD Candidate of Applied Linguistics Allameh Tabataba i University, Tehran, Iran
Mahmoud Qaracholloo - PhD Candidate of Applied Linguistics Allameh Tabataba i University, Tehran, Iran

Ever since the emergence of Onion Model (Curry, 1983; 1987), it has repetitively been represented in different textbooks and has been shown to be highly accepted as one of the leading models of learning styles during the last three decades. However, no empirical step has been taken to unravel the efficiency of the model in general, and its verity among EFL learners in particular. In order to study its applicability, a survey analysis was conducted to investigate a group of Iranian EFL learners four layers of styles and examine whether there are any predictive patterns in this regard. To do so, Myers Briggs Type Indicator (MBTI) (Myers, 1962), Kolb s Learning Style Inventory (Honey & Mumford, 2006), and Student Learning Style Scale (Reichmann & Grasha, 1974) which are respective measures of 1) cognitive personality styles, 2) information processing styles, 3) social interaction styles and 4) instructional preferences styles were administered to a total of 238 Iranian EFL learners doing their B.A. in English language and literature, and translation studies at four major universities in Iran. Indicating significant relationships among the general make-up of styles, the results of multiple regressions revealed that the more stable inner cognitive styles predict the nature of the less stable outer learning styles EFL learners possess. The findings of the study have profound implications for psychologists, psycholinguists, and language teachers who are concerned with the bulk of individual differences that learners bring to the context of learning.

Onion Model; cognitive personality styles; information processing style; social interaction styles; instructional preferences styles