Cultural Intelligence as a Mediator Between Language Learning Strategies and Intercultural Communicative Competence

Abstract

This research investigated whether cultural intelligence (CQ) mediates the relationship between language learning strategies (LLS) and intercultural communicative competence (ICC). It employed a non-experimental correlational design and a mediation analysis to ascertain the relationships among variables. Using a stratified random sampling procedure, 258 pre-service teachers participated in this research. Adapted questionnaires were administered to the respondents. The hypothesized mediation model was assessed using standard algorithm bootstrapping in SmartPLS 4.0. Findings revealed that the pre-service teachers demonstrated high levels of LLS use, particularly the metacognitive strategy. Results also show high CQ and ICC. Among the domains, the respondents demonstrated the highest levels of metacognitive CQ and ICC attitudes. Finally, the mediation analysis suggests that CQ mediates the relationship between LLS and ICC, suggesting that language learning activities should facilitate improvements in cultural knowledge, behavior, and motivation among pre-service teachers.