The idea that individual characteristics impact the language learning process has led scholars to consider various aspects in relation to learners and their learning. The current study explored the associations among EFL learners’ language learning strategy use, instrumental motivation, self-efficacy, self-regulation, autonomy, and L2 achievement. To do this, 220 Iranian EFL learners (95 males and 125 females) took part in the study by filling out five questionnaires related to the abovementioned variables. The learners’ GPAs were also collected and adjusted and regarded as their L2 achievement. Structural equation modeling (SEM) was performed to examine the causal relationships among the variables. The results showed that the use of language learning strategies, self-efficacy, and autonomy were significant positive predictors of L2 achievement. However, instrumental motivation and self-regulation did not predict L2 achievement. Furthermore, L2 achievement had the highest positive association with autonomy and the lowest positive association with self-regulation. The results are discussed in detail and the implications are presented
