An Investigation of the Relationship between Iranian EFL Learners’ Cultural Intelligence and Their Performance on the IELTS Listening Modules

Abstract

This study aimed to investigate the relationship between Iranian EFL Learners' Cultural intelligence (CQ) and their performance on the IELTS Listening Module. Sixty advanced EFL students majoring in English translation at University of Zanjan were matched for the study through the Oxford Quick Placement Test. Cultural Intelligence Scale developed and validated by Ang et al. (2007) was used to assess the participants' cultural intelligence. The IELTS Listening Module and the Cultural Intelligence Scale were administered to the participants who were willing to take part in this study. The correlational analysis of the results revealed that there exists a statistically significant relationship between EFL learners' CQ and their performance on IELTS Listening Module. Furthermore, running multiple regression analysis indicated that of the four components of CQ (i.e. metacognitive, cognitive, behavioral, and motivational CQs), motivational CQ is the best predictor forthe listening ability of EFL learners. The findings of the study highlight the importance of incorporating programs for teaching culture in the EFL classroom, as enhancing cultural intelligence related skills at schools and universities can promote better communicational skills.

The Relationship Between Cooperative Learning, Cultural Intelligence, EFL Motivation and Students’ Performance: A Structural Equation Modeling Approach

“…Thus, the results show that cultural intelligence neither positively nor negatively influences students' EFL achievement and GPA. Our results are not in line with those presented in Taherkhani and Karbakhsh (2018), who reported a positive association between cultural intelligence and L2 (second language) achievement, or those obtained by Rafie et al (2016), who found that cultural intelligence significantly affected students' performance on an IELTS listening module. However, studies show that the context and classroom environment play a critical role in students' achievement (Joe et al, 2017;Rizvic´& Bec´irovic´, 2017).…”