On the Relationship Between L2 Literacy (Reading and Writing) and Identity Processing Styles of Iranian Advanced EFL Learners

The present study investigated any probable relationship between the identity processing styles and L2 literacy of advanced Persian EFL learners. The participants included 160 (female = 109, male = 51) advanced EFL Iranian learners. The instruments used included a simulation of the TOEFL iBT test, measuring the participants’ L2 literacy related proficiency, reading, and writing, and the identity style inventory (ISI-4), measuring the learners’ identity styles. The results indicated that identity processing style plays a role in L2 literacy-related proficiency. A small positive relationship among the informational processing style and L2 literacy and L2 writing was found, whereas normative style weakly and negatively correlated with these components, and none seem to be able to significantly predict the success or failure of an individual in terms of overall L2 literacy. With respect to these results, this study proffers integration of identity survey to the EFL educational systems in order to help educators and instructors teach L literacy-related proficiency more effectively.