Iranian Journal of Learning and Memory

Abstract Objective: English, as an international language, is one of the most widely used languages ​​used in most countries, and language learning is a complex product of personality, cognitive, cultural, and social factors. Thus, the present study aimed to investigate the relationship of cultural intelligence, personality traits, and emotional creativity with English language learning among students. Method: This study adopted a correlational research design. The statistical population consisted of all secondary school students and first- and second grade high school students in Gorgan in 2024, from whom 126 participants were selected using GPower software and through convenience sampling. The research instruments included Averill’s Emotional Creativity Questionnaire (1991), Ang et al.’s Cultural Intelligence Questionnaire (2004), and Goldberg’s Short Form of Personality Traits (1991). Students’ final English course grades were used to measure the variable of English language learning. The data were analyzed using Pearson’s correlation coefficients and regression analysis by SPSS 18 software. Results: The results showed that cultural intelligence (.29), emotional creativity (.21), and the personality traits of extraversion (.20), agreeableness (.16), openness to new experiences (.20), and conscientiousness (.18) had a positive and significant relationship with English language learning. In contrast, neuroticism had a negative and significant relationship with English language learning (-.18) at P=.05. Regression analysis indicated that cultural intelligence, with a beta coefficient (β=.21), could predict English language learning. Conclusion: Based on the findings of the study, it is recommended that educational authorities and practitioners pay special attention to the role of cultural intelligence, personality traits, and emotional creativity in teaching foreign languages so that students’ motivation and ability to learn English may be enhanced.

Abstract ABSTRACT
This study introduces a model to test the impact of cultural intelligence (CQ) on the listening anxiety. In so doing, reflective thinking (RT) and language learning motivation (LLM) were considered as the predictor roles. To examine the model, a non-experimental correlation research design was adopted. To collect the data, four scales, Ang et al. (2007) CQ, Kim’s (2000) LA, Noels et al. (2000) LLM, and Kember et al. (2000) RT were distributed via Porsline online survey tool among EFL learners.  Following Byrne (2010) guidelines for the sample size, a sample of 250 (n= 117 male and n=133 female) students were randomly selected using a cluster random sampling method at multistage from 23 language institutes. Notably, each student was asked to fill out four questionnaires. Thus, a total of 1000 questionnaires were disseminated digitally via the portal. In total, 815 questionnaires were collected but 185 cases were deemed invalid during the initial examination process. The SEM analysis was performed using the SPSS and AMOS 21 software packages. The results showed that CQ, RT, and LLM made significant unique contributions as the predictors of LA, with a predictive power of (R2 = .47). Specifically, CQ, RT, and LLM collectively accounted for 47% of the variance in LA through both direct and indirect pathways. Accordingly, teachers may consider enhancing learners’ RT to foster listening skill. Besides, high level of CQ can help decrease anxiety in listening skills. The results and implications for reducing LA are further elaborated upon.