Given the importance of self-regulated learning and its interrelationships with language learning motivation and self-efficacy, this study was aimed to investigate the relationship between SRL and language learning motivation and self-efficacy as its predictors among Iranian EFL learners. To this end, three sets of questionnaires were distributed among 120 EFL learners studying English disciplines (Teaching English, English literature) in the Department of Linguistics and Foreign Languages of University of Kurdistan, Kurdistan province, Iran. SRL was measured using SRQ consisting of 63 items and 7 sub scales. Language learning motivation was assessed by the use of another questionnaire designed to assess attitudes of the language learners .Another questionnaire was used to measure the level of learner’s self-efficacy. Data analysis was done using SPSS software version 20.The Pearson Moment Product test was performed to find any significant relationship between variables. The multiple regression was run to determine the predictor power of variables on the dependent variable (SRL).The results of Pearson correlation indicated that there was a significant relationship between SRL and self-efficacy of Iranian EFL learners. Also, there was a significant relationship between SRL and language learning motivation of Iranian EFL learners. The results of multiple regression test showed that both two predictors (self-efficacy and language learning motivation) could positively predict the variations of the SRL (70⁒).This study contributes to the world of ELT, since it can have pedagogical implications for language teachers, syllabus designers, and material developers, such that they can actualize the concepts and contents obtained by this study to benefit from the advantages of self-regulated learning. K
