The idea that language learning is facilitated or inhibited by a multitude of factors has prompted scholars in the field to investigate variables as crucial in the process of second/foreign language learning. The main purpose of this study was to unravel the possible relationship among learning styles, emotional intelligence, language learning strategy use, and L2 achievement of Iranian EFL learners. To this aim, 138 Iranian EFL learners participated in the study by completing three validated Likert-scale questionnaires; Learning Style Questionnaire developed by Kolb (1984), Emotional Quotient Inventory developed by Bar-on (1997), and Strategy Inventory for Language Learning developed by Oxford (1990). The results of Pearson correlation analyses revealed there was no statistically significant relationship between learning styles and L2 achievement; however, the findings indicated L2 achievement was statistically significantly related to emotional intelligence as well as to language learning strategy use. The results of multiple regression analysis revealed among the variables, strategy use was a stronger predictor of L2 achievement. Moreover, the findings indicated among the components of emotional intelligence, assertiveness was a significant predictor of L2 achievement. The findings suggest that EFL learners should be made strategically competent and sufficiently assertive in order to be higher L2 achievers.
