University of Sistan and Baluchestan Iranian Journal of Applied Language Studies 2008-5494 6 2 2014 12 01 The Relationship betweenEFL Learners’ Self-Identity Changes, Motivation Types, and EFL Proficiency 141 178 2192 10.22111/ijals.2014.2192 EN Abbas Zare-ee University of Kashan Sajjad Asgari Matin Tarbiat Modares University Journal Article 2015 12 08 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 self-confidence change was the prominent change common among foreign language learners. Canonical correlation analysis revealed that motivation types and self-identity changes were related through three pairs of canonical variables: intrinsic orientations related with personal identity changes, instrumental orientations related with cultural changes, and instrumental orientations related learners’ self-confidence change. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed. https://ijals.usb.ac.ir/article_2192_a6c924657a435bf434a58e74b7b48b31.pdf