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This study aims to identify the learning orientations and language learning strategies of the students, to determine whether there are any significant differences in the motivational orientations and language learning strategies preferences between male and female learners, and investigate whether there is a relationship between students' motivational orientations and strategy preferences. A total of 206 intermediate level students who studied in English in private language institutes were asked to complete two questionnaires. One was used to identify students' motivational orientations and the other was used to identify students' learning strategies. Statistical analyses demonstrated that most frequent type of motivation was extrinsic motivation-identified regulation; and the most frequent used strategy was social strategy; and that both types of motivations, namely extrinsic motivation and intrinsic one revealed positive correlation with six language learning strategies. However, amotivation demonstrated negative and significant correlation with all the six language learning strategies. Finally, the findings indicated significant difference between male and female students in terms of employing language learning strategies. Female students used more language strategies and they applied cognitive strategies, meta-cognitive strategies, and social strategies more often in comparison with male learners while male students used more compensation strategies. Based on the results, the study suggested that teachers should attempt to detect learners' language motivation and their choice of language learning strategies so as to provide them with more effective learning materials and opportunities which may enhance their language learning. Index Terms—language learning strategy, intrinsic motivation, extrinsic motivation, individual difference variables

The Relationship between Extrinsic vs. Intrinsic Motivation and Strategic Use of Language of Iranian Intermediate EFL Learners