Fatemeh Ahmadi Livani - Department of English Language and litereture, Bandargaz Branch, Islamic Azad University,Bandargaz, Iran.
Lida Farsi - Department of English language and literature, Ayatollah Amoli Branch,Islamic Azad University, Amol, Iran.
Samin Seyed Ebrahimi - Department of English language and literature, Shar-e-kord Branch, Islamic Azad University, shahre-kord, Iran.

The present study attempted to investigate the relationship between Iranian EFL Learners’ Identity processing styles and their learning styles. To this end, 29 advanced learners (23females and 6 males) were randomly selected from an English language Institute in Tehran using simple randomization. Participants were asked to fill out the40-itemRevised Identity Style Inventory developed by Berzonsky (2010) and 24-item Learning Styles Inventory questionnaires. The Spearman s Rank Order correlation results revealed that Iranian EFL learners’ identity processing style and learning style were not related to each other. An independent t-test applied in order to compare the mean scores of male and female turned out that there was not a significant difference between the mean scores of the two groups on the learning style.

Identity, Identity Processing Styles, Learning Styles