The Relationship Between Iranian EFL Learners 'Creativity, Autonomy and Their Language Achievements

Among the numerous learner variables that influence language learning, autonomy is an exceptionally special one since it includes: learners being responsible for their own learning. Creativity is another variable that involve learners in generating new ideas, and finding new ways to deal with different tasks and activities. Creativity refers to the generation of ideas that are both original and effective (Runco & Jaeger, ۲۰۱۲). Creativity is of vital importance for organizational success and innovation (Florida, ۲۰۰۲), and it benefits individuals’ development. This study aimed to study the relationship between Iranian EFL learners' autonomy, creativity and their language achievements. For this purpose, based on convenience sampling, ۵۰ female and ۵۰ male EFL learners in intermediate and upper-intermediate level, within the age range of ۱۵ to ۲۵, that were learning English at Aygun Institute in Tabriz were selected as the participants of the study. They were asked to fill in two questionnaires, the Zhang and Li's Learner Autonomy Questionnaire (۲۰۰۴) and Abedi-Schumacher Creativity Test (ACT) (۲۰۰۲), and as a final stage Learners' Final Term's scores were gathered. The findings revealed that there was a positive and strong relationship between learners' autonomy and their language achievements, a significant and positive correlation between learners' creativity and language achievements, and a positive, but weak relation between learners' autonomy and their creativity. The findings of this study could helplanguage teachers in EFL context to reflect upon their teaching strategies and activities in order to help language learners manage, control, and enhance their autonomy and creativity, and they can considerably enhance the students' involvement with triggering their orientation to language learning.