Live-learn-work: Experiential learning and cultural intelligence in the internship abroad

Snodgrass, Lisa Lambert; Ghahremani, Mehdi; Hass, Margaret

doi:10.5038/2577-509x.7.1.1120

Cited by 4 publications

(4 citation statements)

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“…In their study, they found that CQ plays an increasingly crucial effect in the L2 learning process. In line with recent theoretical developments in L2 learning (e.g., Alamer, 2022;Hariri et al, 2021;Sternberg et al, 2021;Snodgrass et al, 2023), motivation and CQ are assumed to be dynamic affective and cognitive situation-speci c constructs. To test the effects of both constructs, this study hypothized a model to probe the role of cognitive and affective factors (i.e., CQ & LLM) in LCA.…”

Section: Introductionmentioning

confidence: 92%

“…Based on the L2 literature and theoretical assumptions regarding CQ and LLM as predictors of language anxiety, the following conceptual model is proposed. This hypothesized framework was based on the ndings of the related literature (e.g., Ang, et al, 2020;Gedik Bal, 2022;Maclntyre & Gardner, 1994;Dörnyei, 2005;Dewaele & Dewaele, 2020;Liu, 2021;Lambert Snodgrass et al, 2023;Wheeless, 1975). Speci cally, the model includes as many as three main constructs (i.e., CI, LLM, & LA) and 14 parameters.…”

Section: Hypothetical Modelmentioning

confidence: 99%

“…Moreover, some evidence (e.g., Ang & Van Dyne, 2008; Gedik Bal, 2022; Lambert Snodgrass et al, 2023;Sternberg et al, 2021) have acknowledged the predictive role of CQ in promoting L2 learning achievement. Ang and Van Dyne (2008) conceived CQ as a multidimensional trait in educational psychology that in uence language learning as an external factor.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, students' CQ with the mediating role of LLM may signi cantly in uence LCA. In spite of the rich literature (e.g., Ang et al, 2020;Gedik Bal, 2022;Sternberg et al, 2022;Lambert Snodgrass et al, 2023) supporting the positive effect of CQ on L2 achievement, it was hypothesized that constructs such as LLM, CQ, and LCA have complex and unpredictable associations. Besides, they have been the subject of much empirical work (e.g., Hariri et ) to name but afew.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Learners’ Cultural Intelligence on Listening Anxiety: Toward Testing a Model with the mediating role of Language Learning Motivation

Manoochehrzadeh,

Barjesteh,

Sadeghi

2023

Preprint

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Listening comprehension anxiety (LCA) has received considerable research over the past few decades, but conceptual models to pinpoint the sources of LCA have not been adequately explored. The present study set out to probe the structural model hypothesizing the predictive role of cultural intelligence (CQ) and language learning motivation (LLM) in affecting LCA. To this end, 250 English as a foreign language) EFL) learners completed the three self-report scales measuring the variables under investigation. As for the data analysis, Pearson product moment correlations and structural equation modeling (SEM) were used to examine the interplay among the variables, and to test the fit of the model. The correlation analysis indicated that there was a statistically significant: (a) negative relationship between CQ and LCA, and (b) reverse correlation between LLM and LCA. Moreover, the SEM analysis revealed that CQ and LLM accounted for .39% of the variance in LCA. Specifically, CQ abated to − .33% of the variance while LLM decreased to − .29% of the variance in LCA. Additionally, it was established that while both predictors had a significant effect, LLM appeared to be a robust predictor of LCA reduction. This implies that students who had a higher level of LLM were less likely to experience LCA. Therefore, materials developers, curriculum planners, and language teachers, in particular, are advised to train learners to foster CQ and LLM, as both are known to reduce LCA. Detailed discussion of the results and implications of the study are provided in the paper.

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Section: Introductionmentioning

confidence: 92%