Language transferability has been a key concept in language pedagogy. This could be under the influence of different factors including psychological factors and gender of the learner. To examine the potential role of psychological factors and gender in language transferability, this research examines the possible roles psychological factors including anxiety, attitude, motivation, and learners’ gender could play in language transferability of Iranian EFL learners. To attain reliable results, a quantitative research was employed. The instrumentation employed included Oxford Placement Test (OPT) in order to homogenize participants. Then, they were given three pretests before treatment, designed to measure language anxiety, language motivation, and language attitude. Pretests included Foreign Language Classroom Anxiety Scale (FLCAS), Language Attitude Survey (LAS), and Motivated Strategies for Learning Questionnaire (MSLQ) to examine the anxiety, attitude, and motivation participants had before the treatment. After the treatment, the participants were then given three posttests of LAS, FLCAS, and MSLQ which were the same as pretests to examine their possible role in language transferability. The results demonstrated decrease in the level of anxiety to some extent, increase in the level of attitude, and insignificant increase in the level of motivation of EFL learners in the posttests. In addition, results manifested female learners outperformed male learners in language transferability to some extent. The findings have pedagogical implications for language educators to employ the educational techniques used in the treatment of this research to hone language transferability in students.
