The purpose of the present study was to investigate the relationship between second language achievement and reflective thinking, and learning styles of Iranian EFL learners. To this end, 137 EFL learners selected through convenience sampling from language institutions in Hamadan took part in the study by completing the Reflective Thinking Questionnaire developed by Kember et al., (2000), Kolb’s learning Style Inventory, and the reading section of IELTS as the second language achievement test. For the first research question, a Pearson product moment correlation was run whose results indicated that reflective thinking had a positive effect on L2 achievement. For the second research question, the results of one-way ANOVA showed there was no relationship between learning styles and L2 achievement and consequently the null hypothesis was accepted. Furthermore, the results of multiple regression analysis, in the third research question, showed that reflective thinking is a stronger predictor of Iranian EFL learners’ second language achievement, compared to learning styles. The results and implications of the study are discussed in more detail in the paper.
