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Though pretty successful in other educational areas, Iranian high school students have proved to be poor performers when it comes to English. The educational system plus the social culture they are living in are also generally agreed to be test-driven and collectivist in nature. This study, having a autonomy-proficiency bound, investigated the autonomy level of 30 senior high school students in Tehran by means of a questionnaire and interview and their English proficiency using PET. The data were analyzed by T-test with SPSS 16.0. The results showed that English proficiency and learner autonomy go significantly hand in hand, as in cases of different autonomy level great difference in proficiency test was observed while those of similar autonomy scored much of similar proficiency scores.
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Parisa Mohamadpour (2013) studied this question.
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