Strategy Use, Cultural Intelligence, and English Language Proficiency of Undergraduate Saudi Students

Abstract

The study attempted to explore Saudi English learners’ second language proficiency and how it is possibly related to language learning strategies and cultural intelligence. Research questions addressed the variables of language proficiency, cultural intelligence, strategy use, gender, and educational school background. It is hoped that more insights into the interplay between these factors and successful language learning will benefit language learners, teachers, and policymakers. The study collected data from 180 Saudifirst-year undergraduates majoring in English. The data was analyzed using inferential statistics to investigate the relationship among the study variables. The results revealed that the study participants scored a medium level in both language learning strategies and cultural intelligence. Metacognitive and cognitive strategies were the most frequently used, and affective strategies were the least frequently used. No significant differences were found in strategy use when related to English language proficiency, gender, or school background. However, a significant effect was observed between language level and cultural intelligence, specifically on metacognitive, and behavioral subsections. Another positive correlation was reported between strategy use and cultural intelligence, especially with the metacognitive subsections. Pedagogical implications are presented as the study argues for the benefits of direct instruction on cultural awareness and strategy use in language classrooms.