The identification of the cognitive, affective, social and even physiological factors affecting second or foreign language learning routes and rate has for long been a challenging aspiration for second language researchers. However, a recent preoccupation for the researchers in this area is the study of the combinatorial impacts of such factors on second or foreign language learning processes and products. As a partial undertaking following the new obsession, this study was investigates the relationship pattern among some psychological and cognitive variables and foreign language learning achievement rate. The studied factors were self-regulation, goal-orientation, tolerance of ambiguity, and autonomy on the one hand and English as Foreign Language (EFL) learners’ ultimate achievement on the other hand. To this end, 250 Iranian EFL students majoring English literature or English translation at Arak University, Arak Islamic Azad University, Bu-Ali Sina University, Islamic Azad University of Hamedan, and Isfahan University were selected based on convenience sampling procedure. Then, the participants took Trait Self-Regulation Questionnaire (TSRQ), Goal orientation scale, Tolerance of Ambiguity Scale and the Learner Autonomy questionnaire. The BA level general English courses' GPA was considered as a measure of the participants' L2 achievement rate. The data were statitically analyzed and the hypothetical model of interrelations among the given variables was tested using Structural Equation Modeling procedures. The results indicated that goal orientation and self-regulation significantly predicted L2 achievement; however, tolerance of ambiguity and learner autonomy were not found as strong predictors of L2 achievement. On the other hand, while self-regulation strongly predicted goal orientation, it was not verified as a strong predictor of tolerance of ambiguity. The results also showed that goal orientation could strongly predict learner autonomy.
