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Individual Differences in language learning, a topic whose complexity has meant little conclusive knowledge and thus needs for continuing inquiry (Ehrman, Leaver & Oxford, 2003), was addressed in this study. Language learning perfectionism was investigated as an important and complicated educational construct related to important antecedents and consequences such as language learning styles and strategies. To promote successful language learning, the modifying roles of perfectionism in the relationship between language learning styles and strategies were emphasized. The study presented two kinds of data: quantitative and qualitative. In the quantitative study, the participants consisted of 265 EFL second-year undergraduates. Three self-reported inventories, the Persian version of Learning Style Questionnaire (EL the Persian version of the Strategy Inventory for Language Learning (SILL) (Oxford, 1990); and the Persian version of Positive and Negative Perfectionism Scale (PANPS) (Terry-Short, Owens, Slade & Dewey, 1995), were used. In the qualitative aspect of the study, semi-structured interviews have been performed among 34 high and low achievers. The analyses indicated that positive perfectionism was more relevant factor attributing students' use of language learning strategies than styles. High achievers exhibited more positive perfectionism and absence of negative perfectionism, whereas low achievers exhibited signs of both positive and negative perfectionism. The pedagogical implications of the study were discussed.

An Investigation into Perfectionism as a Moderator of the Links between Language Learning Styles and Strategies