Examining adaptability, learning approaches and academic performance of English language learners

Despite the robust efforts some learners dedicate to learn a second language, they do not act as effective learners. This failure may be attributed to so many factors rooted in cognitive, metacognitive, motivational, emotional and cultural domains. This study aimed to examine the relationship among a number of cognitive, metacognitive, cultural, and emotional factors within a single model. These variables include adaptability, tolerance of ambiguity, cultural intelligence, learning approach, and language achievement. The participants comprised one hundred eighty BA and MA Iranian university students studying English language teaching and translation. The sample included ۴۰ males and ۱۴۰ females; aged from ۱۸ to ۴۲ and they were attending Imam Reza International University in Mashhad, Iran Four sets of questionnaires were used to measure the variables, which are given in the article

Keywords:

Adaptability , Cultural intelligence , learning approaches , SEM