considering the effect of cognitive strategies and risk-taking on efl learners’ language achievement

Emphasis on learners and learning has increased recently in the language learning procedure. students should be asked to become less reliant on teachers and try to be independent. accordingly, language-learning strategies (llss) and the various aspects of language learners (such as cognitive, social, affective, and personality factors) have become significant parts of learning. this research aimed to find the relationship among cognitive strategies, risk-taking, and language achievement of iranian intermediate efl learners.100 intermediate efl learners of atlas institute in tabriz were chosen. the sample of the study included both male and female participants who were between 18 to 22 years of age. two instruments were used for data collection in this study: the persian version of eysenck’s personality test and the strategies inventory of language learning (sill) questionnaire. this study was a descriptive-analytical study conducted using a quantitative design. researchers found a positive relationship between cognitive strategies and language achievement of iranian intermediate efl learners. however, there was a low positive correlation between risk-taking and intermediate efl learners’ language achievement.