The Relationship between EFL Learners' Self-Identity Changes, Motivation Types, and EFL Proficiency

This study aimed to explore the relationships between foreign language learners' self-identity changes, motivation types, and foreign language proficiency associated with learning english in private language schools in iranian context. based on a stratified sampling, 204 english as a foreign language learners from three language schools in tehran were selected to participate in the study. the instruments were a 30-item likert-scale questionnaire on motivation types in seven categories: intrinsic interest, immediate achievement, learning situation, going aboard, social responsibility, individual development, and information medium; a 24-item likert-scale questionnaire on self-identity changes in six categories: self-confidence change, additive change, subtractive change, productive change, split change, and zero change. results revealed that selfconfidence change was the prominent change common among foreign language learners. canonical correlation analysis revealed that motivation types and selfidentity changes were related through three pairs of canonical variables: intrinsic orientations related with personal identity changes, instrumental orientations related w i th cultural changes, and instrumental orientations related w i th learners' self-confidence change. theoretical and pedagogical implications for foreign language learning and teaching are also discussed.