چکیده:
This study was designed to explore the relation pattern of cultural intelligence, cultural identity, autonomy, and self-efficacy and second language achievement of Iranian EFL learners. The participants were 247 undergraduate students. Data were collected nationwide, from different parts of Iran; that is, from Kerman, south of Iran; Hamadan, west of Iran; Mashhad, east of Iran; and Gorgon, north of Iran. The participants' ages ranged from 18 to 26 and they were mostly juniors and seniors. They completed the following questionnaires: Cultural Intelligence Questionnaire (Ang, et al., 2007), Cultural Identity Clarity Scale (Usborne & Taylor, 2010), Learner Autonomy Questionnaire (Cotterall, 1995, 1999) and Self-Efficacy Questionnaire (Pinitrich, Smith, Garcia & Mckeachie, 1991). The participants’ GPA of three general English courses were considered as their second language achievement. Responses from questionnaires were collected through convenience sampling. The design of the study is based on path analysis. After data collection, the hypothesized model was tested by AMOSE program. The results demonstrated that the variables under study could strongly predict EFL learners' L2 achievement. L2 achievement may largely depend on students’ cultural intelligence, cultural identity, autonomy and self-efficacy. Also, it was reported that autonomy was the strongest predictor of EFL learners’ L2 achievement.
خلاصه ماشینی:
, 2007), Cultural Identity Clarity Scale (Usborne & Taylor, 2010), Learner Autonomy Questionnaire (Cotterall, 1995, 1999) and Self-Efficacy Questionnaire (Pinitrich, Smith, Garcia & Mckeachie, 1991).
In several studies, multiple consequences of teacher-student relationships have been found to be due to autonomy support which includes higher level of learning, positive affect, and achievement (Buff, Reusser, Rakoczy & Pauli, 2011; Reeve, 2009).
As the review of the literature revealed, there was positive association between the studied variables and L2 achievement, but, to the best of the researchers‟ knowledge, much remains unknown about the simultaneously structural pattern of correlation among cultural intelligence, cultural identity, autonomy, self-efficacy and L2 achievement.
In general, the purpose of the present study was to examine the correlation among EFL learners‟ cultural intelligence, cultural identity, autonomy, self-efficacy, and L2 achievement.
26, p Main Analysis Having examined bivariate associations among cultural intelligence, cultural identity, autonomy, self-efficacy and L2 achievement, the researchers now considered all of the variables in one single analytic model using SEM.
Summary of Regression Results for the personality Characteristics {مراجعه شود به فایل جدول الحاقی} As indicated in Table 3, results from the first set of regression analyses support the hypothesized relationships among Iranian EFL learners‟ cultural intelligence, cultural identity, autonomy, self-efficacy and L2 achievement.
Results of testing hypothesized Model As seen in figure 2, for the whole model, cultural intelligence, cultural identity, autonomy and self-efficacy were found to be correlated with L2 achievement (r2 = .
Conclusion and Implications The present study was designed to investigate correlation pattern of Iranian EFL learners‟ cultural intelligence, cultural identity, autonomy, self-efficacy and their L2 achievement.