The Relationship betweenthe Types of Listening Strategy Use, Learning Style Preference, Learner Autonomy And Listening proficiency

In the process of learning a language as a second or foreign language it seems that the learners know what to learn but they don't know how to learn. This problem is more salient in Iran with Iranian learners learning English as a foreign language, especially for listening comprehension ability which is the most problematic skill for them. This current study wants to investigate the relationship between learning style preferences, listening strategies, learner autonomy and listsening proficiency. The aim of the study is to help students, teachers, and material developers to overcome the problem. Seventy eight university students studying English as a foreign language took a listening comprehension test and completed three questionnaires related to learning style preferences, metacognitive listening strategies and learner autonomy. The data were analyzed by Linear Regression, Multi Linear Regression, and Spearman Correlation. The result showed that there is not any meaningful relationship between the types of listening strategies, learning style preferences, learner autonomy and listening proficiency. However, there was meaningful relationship between metacognitive listening strategies, learning styles and leaner autonomy. So it can be concluded that metacognitive awareness listening strategies are not so useful for improving listening proficiency. Different learners with different learning styles perform equally on answering listening comprehension questions, and different learning styles do not make difference in listening comprehension ability. Autonomous learners are not more successful in answering listening comprehension questions than the other learners. By focusing on learner's listening strategies and learning styles there will be more autonomous EFL learners.