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

Abstract

Abstract 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.