2026· The New Educational Review· Vol 2026, pp. 84-96· 0 citations
Abstract
This research investigated whether cultural intelligence (CQ) mediates the relationship between language learning strategies (LLS) and intercultural communicative competence (ICC). It employed a non-experimental correlational design and a mediation analysis to ascertain the relationships among variables. Using a stratified random sampling procedure, 258 pre-service teachers participated in this research. Adapted questionnaires were administered to the respondents. The hypothesized mediation model was assessed using standard algorithm bootstrapping in SmartPLS 4.0. Findings revealed that the pre-service teachers demonstrated high levels of LLS use, particularly the metacognitive strategy. Results also show high CQ and ICC. Among the domains, the respondents demonstrated the highest levels of metacognitive CQ and ICC attitudes. Finally, the mediation analysis suggests that CQ mediates the relationship between LLS and ICC, suggesting that language learning activities should facilitate improvements in cultural knowledge, behavior, and motivation among pre-service teachers.
The results suggest that reflective and active engagement with AI supports the development of students’ ICC, and points to the need to connect AI use with guided reflection, both from students and from teachers, in order to improve the quality of intercultural learning in Moroccan higher education.
Abdel Moula, El Guermat, Abdellah El Boubekri· 0 citations
Language learning strategies (LLS) are central to second language acquisition, and their success depends on learner motivation. This study looks at how autonomy, competence, and relatedness shape the experiences of Malaysian undergraduates, using Self-Determination Theory (SDT) as the framework. These three needs have...
N. Abas, Nadiah Zubbir, Noor Hanim Rahmat et al.· International journal of res...· 0 citations
The findings suggest that students rely mainly on emotional and social resources to sustain autonomy, highlighting the need for pedagogical interventions that foster affective regulation, peer collaboration, and the strengthening of metacognitive skills.
Although the proliferation of artificial intelligence (AI) and digital tools has facilitated AI‐enhanced and informal digital learning of English, traditional classroom ecology remains a central context for adolescent English‐as‐a‐foreign‐language (EFL) learners' language learning and development. Additionally, while...
Gong-Wei Guo, Zhao-Qi Tang, Hong-Gang Liu· European Journal of Educatio...· 10 citations
Learning strategies are defined as the behaviors and thoughts that learners engage in during the process of learning, receiving, or producing language. However, the extent to which these strategies are naturalized in the meaning-making procedure has not been thoroughly scrutinized in an English as a Foreign Language...
Mohammad Behsaraei, Ehsan Fard, M. Bavali· International Journal of Sci...· 0 citations
This study investigated the structural relationships among language learning strategies (LLSs), motivational beliefs (MBs), and English language achievement (ELA) among first-year Thai university students learning English as a foreign language (EFL). Grounded in self-regulated learning, social cognitive, and expectancy...
