This section examined correlational analyses calculated between individual differences and language proficiency. Besides the individual difference of creativity, which is the main focus of my investigations, a well-established and much-researched individual difference, aptitude, was also examined. It seems that although language aptitude is one of the best predictors of the rate of progress when it comes to learning a foreign language (Dörnyei, 2005; Ehrman & Oxford, 1995), it might not be a good predictor of ultimate attainment. Since it seems that only relatively weak relationships existed between one task of the language aptitude test, Language Analysis, and one part of the TOEFL, the Structure and Reading Comprehension part, and consequently the total score (see Table 24), it can be argued that language aptitude and proficiency appear to be almost unrelated at this level. Kormos and Sáfár (2006) reported similar results in a study conducted with intermediate learners; they found that the strongest relationship could be found between inductive language learning ability and proficiency, whereas grammatical sensitivity played a limited role. In an attempt to explain low correlations with phonetic coding ability, they tended to agree with Skehan (1998), who hypothesised that phonetic coding ability probably has a role in earlier stages of language learning, but it is almost irrelevant at an intermediate level. Moreover, based on other findings (e. g. Carroll, 1990), they questioned the validity of the rote learning ability subtest altogether. My findings seem to support this line of argumentation, and suggest that in the case of advanced learners, only inductive language learning ability seems to retain its importance out of the traditional components of language aptitude. There is a possibility, however, that other aptitude complexes (Robinson, 2001a, 2005a) might come into play in this later phase of language learning.