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Abstract
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Abstract The present study investigated the relationship among reflective thinking, willingness to communicate, motivation toward English language learning and L2 achievement of Iranian EFL learners. To this end, 150 advanced and intermediate Iranian EFL learners from different English language privet institutes, completed three likert-scale questionnaires, the Reflective Thinking Skills Questionnaire (RTQ) developed by Kember et al. (2000), Willingness to Communicate (WTC) developed by MacIntyre et al. (2007), the Attitude/Motivation Test Battery (AMTS) developed and validated by Dordi nezhad (2015). Moreover, the participants’ GPAs were collected from the privet institutes and were regarded as a measure of their L2 achievement. The results of six separate Pearson Product Moment correlations revealed that there was: a) a significant positive relationship between the learners’ reflective thinking and their L2 achievement, b) a significant positive relationship between the learners’ willingness to communicate and their L2 achievement, c) a significant positive relationship between the learners’ motivation toward English language learning and their L2 achievement, d) a significant positive relationship between the learners’ willingness to communicate and their motivation toward English language learning, e) no significant relationship between the learners’ reflective thinking and motivation toward English language learning, and finally, f) no significant relationship between the learners’ reflective thinking and their willingness to communicate. Furthermore, the results of multiple regression analysis indicated that motivation toward English language learning was the strongest predictor of Iranian EFL learners’ L2 achievement. Additionally, the result of three separate t-test indicated that there were no significant differences between the advanced and intermediate EFL learners’ reflective thinking, willingness to communicate, and motivation toward English language le
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