Advances in Language and Literary Studies - Vol. 7 No. 3 - Flourishing Creativity & Literacy - An Investigation of the Relationship between Iranian EFL Learners’ Cultural Intelligence and Their Performance on the IELTS Listening Modules

Oct 15, 2026

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This study investigates the relationship between Iranian advanced EFL learners’ cultural intelligence (CQ) and their performance on the IELTS Listening Module. Sixty students majoring in English translation at the University of Zanjan were matched using the Oxford Quick Placement Test. Cultural Intelligence Scale (Ang et al., 2007) was used to measure CQ, and both CQ and IELTS listening tasks were administered to willing participants. Correlational results show a statistically significant association, and multiple regression identifies motivational CQ as the strongest predictor for listening ability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Importance of culture in language teaching

Previous Studies

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 7 No. 3; June 2016 Australian International Academic Centre, Australia | | | | | --- | --- | --- | | | | | | Flourishing Creativity & Literacy | | | An Investigation of the Relationship between Iranian EFL Learners’Cultural Intelligence and Their Performance on the IELTS Listening Modules Arezoo Rafie English Department, University of Zanjan, Iran E-mail: [arezoo.rafie24@gmail.com](arezoo.rafie24@gmail.com) Robab Khosravi (Corresponding author) English Language Department, University of Zanjan, P. O. Box 45195-313, Zanjan, Iran E-mail: [rkhosravi@znu.ac.ir](rkhosravi@znu.ac.ir) Mahdi Nasiri English Language Department, University of Zanjan, P. O. Box 45195-313, Zanjan, Iran [E-mail: mahdinasiri@znu.ac.ir](E-mail: mahdinasiri@znu.ac.ir) Doi:10 .7575/aiac.alls.v.7n.3p.13 URL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.1 3](http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.1 3) Received: 05/01/2016 Accepted: 19/02/2016 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. Keywords: Culture, cultural intelligence (CQ), teaching culture, listening comprehension, EFL learners 1. Introduction Inarguably, nowadays English is used as a lingua franca, a common means of communication between peoples of various languages and cultures. In such context, cultural knowledge is considered not only as an indispensable aspect of communicative competence, but also an integral aspect of second language pedagogy. In other words, learning the target language's culture has proved to be both the means and ends for language teaching. Attempting to learn a new language, learners are expected to familiarize themselves with the target culture in order to become proficient in that language. Some EFL learners may not be adequately knowledgeable or familiar with the cultural norms of the target language; this may result in an invisible communicative barrier that considerably affects their communication skills. In this regard, for the students who learn English as a foreign language, curriculum designers should incorporate sufficient materials in the course books so as to enhance the students' cultural competence. Increasing EFL learners’ cultural intelligence (CQ) can facilitate the learning process in the English classroom. Cultural intelligence is defined as the individual's ability to function effectively in multicultural environments. The reason for including teaching culture in the curricula is because it provides teachers and learners with an insight to cultural normsand differences. In fact, enhancing the students' CQ not only promotes better communicative skills, but also facilitates academic success. On the other hand, listening comprehension is a c

FAQs

What is the main purpose of the study?

To examine the relationship between Iranian EFL learners’ cultural intelligence (CQ) and their performance on the IELTS Listening Module.

How were participants selected and how was CQ measured?

Sixty advanced EFL students were matched through the Oxford Quick Placement Test, and their cultural intelligence was assessed using the Cultural Intelligence Scale developed by Ang et al. (2007).

Which component of cultural intelligence best predicts IELTS listening performance?

The study’s multiple regression analysis indicates that motivational CQ is the best predictor of listening ability for EFL learners.

Oct 15, 2026

Uploaded by Terk