Babak Huseynpur - Soniz Aras Vajeh Institute, Tehran, Iran

Motivation and learning styles of second/foreign language (L2) learners have already been two variables extensively researched by many scholars. However, the connection and relationship between these two salient variables has almost been neglected not only in L2 learning but also in general education. Although there has been a little done to investigate the relationship between L2 motivation and L2 learning styles, there has been no research done in Iranian context in this regard. Therefore, to fill in the gap, in a survey through an adopted and self-developed questionnaire, the author probed the association of 284 Iranian male secondary school students’ learning styles and L2 motivation. Running the Kendall correlation by SPSS 22, findings revealed a moderate relationship between Iranian EFL learners’ total motivation and total learning styles preferences; however the effect size of the relationships between components of motivation and learning styles ranged from weak to moderate. The findings suggest that teachers as well as syllabus designers should accordingly include special material and tasks compatible with students’ various learning styles and motivation

individual differences, learning styles, motivation, L2 motivational self system,ideal L2 self, ought-to L2 self