en تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The identification of the cognitive, affective, social and even physiological factors affecting second or foreign language learning routes and rate has for long been a challenging aspiration for second language researchers. However, a recent preoccupation of the researchers in this area has been the study of the combinatorial impacts of such factors on second or foreign language learning processes and products. As a partial undertaking in this regard, this study investigated the relations pattern among some psychological and cognitive variables and foreign language learning achievement rate. The studied factors were self-regulation, goal-orientation, tolerance of ambiguity, and autonomy on the one hand and English as Foreign Language (EFL) learners&rsquo; ultimate achievement on the other hand. To this end, 250</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black"> Iranian BA level EFL students majoring English literature or English translation were selected based on convenience sampling procedure. Next, having obtained the participants&#39; informed consent to participate in the study, the researchers administered</span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Trait Self-Regulation Questionnaire (TSRQ), Goal Orientation, Tolerance of Ambiguity, and Learner Autonomy scales to them. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">In addition, concerning their L2 achievement rate measure, their BA level general English courses&#39; GPA was </span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">obtained from the education office of the related universities. </span></span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The d</span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">ata were statistically analyzed and the hypothetical model of interrelations among the given variables was</span></span></span> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">tested using Structural Equation Modeling procedures. The results indicated that goal orientation and self-regulation significantly predicted L2 achievement; however, tolerance of ambiguity and learner autonomy were not found as strong predictors of L2 achievement. On the other hand, while self-regulation strongly predicted goal orientation, it was not verified to be a strong predictor of tolerance of ambiguity. The results also showed that goal orientation could strongly predict learner autonomy. A ready-made implication of the findings might be that the combinatorial effects of the psychological variables on cognitive processes like second language learning is quite complicated and different from the effects of each individual variable.&nbsp;&nbsp;&nbsp;&nbsp; </span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#131413"></span></span></span></span></span></span><br> &nbsp; Self-regulation, Goal-orientation, Tolerance of ambiguity, Autonomy, L2 achievement, Correlational analysis 1 35 http://ijal.khu.ac.ir/browse.php?a_code=A-10-322-1&slc_lang=en&sid=1 Mohammad Ahmadi Safa Mohammad Ahmadi Safa 10031947532846002115 10031947532846002115 Yes Bu-Ali Sina University Matin Sadat Mirebrahim Matin Sadat Mirebrahim 10031947532846002116 10031947532846002116 No Bu-Ali Sina University