TY - JOUR ID - 53550 TI - Can Learning Styles, Teaching Styles, and Teachers' Self-Efficacy Predict Iranian EFL Students' Language Learning Achievements? A Structural Equation Modeling Analysis JO - Teaching English Language JA - TEL LA - en SN - 2538-5488 AU - Khany, Reza AU - Tarlani Aliabadi, Hasan AD - Ilam University Y1 - 2016 PY - 2016 VL - 10 IS - 2 SP - 95 EP - 112 KW - Learning Styles KW - Teaching Styles KW - Teachers' Self-efficacy KW - Learning Achievements KW - structural equation modeling DO - 10.22132/tel.2016.53550 N2 -   This paper investigates whether the combined effects of teachers' teaching styles, the teachers' self-efficacy and the learners' learning styles impact on the learners' final achievement. 800 intermediate Iranian English learners filled out the Grasha Learning Styles Inventory (1990) and 144 Iranian English teachers completed the Grasha-Riechmann Teaching Style Inventory (1996) and Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (2001). Structural equation modeling analysis revealed that the variables under study significantly contributed both directly and indirectly to the learners' final achievement. The "efficacy in classroom management" was the most powerful predictor of the learners' achievement reflecting one of the most common learning patterns in Iranian EFL classroom contexts and supporting the path model proposed in the study. UR - http://www.teljournal.org/article_53550.html L1 - http://www.teljournal.org/article_53550_c4f4c35af7f4d8e56e6fa2c319374d0b.pdf ER -