Document Type: Research Article
The present study investigated any probable relationship between the
identity processing styles and L2 literacy of advanced Persian EFL learners. The
participants included 160 (female = 109, male = 51) advanced EFL Iranian learners.
The instruments used included a simulation of the TOEFL iBT test, measuring the
participants’ L2 literacy-related proficiency, reading, and writing, and the identity
style inventory (ISI-4), measuring the learners’ identity styles. The results indicated
that identity processing style plays a role in L2 literacy-related proficiency. A small
positive relationship among the informational processing style and L2 literacy and
L2 writing was found, whereas normative style weakly and negatively correlated
with these components, and none seem to be able to significantly predict the success
or failure of an individual in terms of overall L2 literacy. With respect to these
results, this study proffers integration of identity survey to the EFL educational
systems in order to help educators and instructors teach L2 literacy-related
proficiency more effectively.