Online) An Open Access

ABSTRACT Many factors have been studied to determine how students learn a foreign language, one of which is learning style. Students especially EFL students from different English language backgrounds may have different learning styles. With such a view, it is essential to consider the differences in learning styles and language proficiency because this would have an impact on the learning process. The present study was carried out to investigate the interaction between Iranian EFL learners' linguality, learning styles and their general English proficiency. In order to address this relation, 380 high school students in second grade both male and female had been invited. They also had been monolingual and bilingual. All of them were from Markazi province (Arak, Farahan). In order to have homogenate student, out of the original pool of 380 participants, merely 214 were found qualified to be included in the final analysis of data. To test the research hypotheses set forth in the present study, independent sample t-test, levenes' test and Chi-square were run as the main statistical analysis. The results indicated that there was a significant relationship between general English proficiency of the subjects and the personality characteristic, i.e. extroversion vs. introversion. Extrovert students were better in general language proficiency than introvert counterparts. The next hypothesis showed that linguality of Iranian language learners had significant impacts on their learning styles. Investigations proved that extroverted monolingual students are better than other groups in general language proficiency. The results showed that there is a strong relationship between learning styles and learning