The main purpose of the present study was to empirically investigate the possible relationship between Iranian intermediate EFL learners' self-esteem, their use of indirect strategies (meta-cognitive, affective and social), and their foreign oral language proficiency. From among 136 EFL learners who were studying English in two language institutes in Anzali- Iran, 30 intermediate students whose scores were 31+ in grammar and vocabulary and 8+ in reading section of the OPT test( oxford solution,2005)were selected as the main sample for the present study. Oxford' strategy inventory including 21 items for the indirect strategies along with Sorenson self-esteem test were administered to the main participants of the study. Besides, an oral language test (TOEIC test) was administered to assess the participants' oral language proficiency. The non-parametric test of chi- square along with measures of association namely Eta and Spearman Rank Order Correlation test were run to the data gathered through the questionnaires and the oral test. The findings revealed statistically significant relationship between Iranian intermediate EFL learners' self-esteem, their use of indirect strategies, and oral language proficiency. The findings of the study may have some pedagogical implications for foreign language teachers, course designers, parents, and learners.
Self-Esteem Indirect Strategies, Foreign Oral Language Proficiency.