Investigating the Relationship Between Social-Emotional Foreign Language Learning and Intercultural Communicative Competence of University EFL Students

Abstract

This study investigated the relationship between social-emotional foreign language learning and intercultural communicative competence of university EFL students. Also, it explores the component commonality of SEFLL and ICC to offer methodological insights for English language education. A total of 255 preparatory school students at a university context were selected as main participants. Data were collected through a demographic information form, Social-Emotional Foreign Language Learning Scale, and Intercultural Communicative Competence Questionnaire. The questionnaires were prepared in online environment and QR code of the online survey was given afterwards. There were not any prior or additional explanation of these frameworks. SPSS was employed to analyze the quantitative data. Findings indicate high level of competence in decision-making and social-relations, a moderate level of self-regulation and moderate level of ICC. Moreover, demographic analysis of this study presents three significant findings. Firstly, female students scored significantly higher in social relations component of SEFLL. Secondly, intermediate level students scored significantly higher than beginner level students in self-regulation component of SEFLL. Thirdly, foundation university students scored significantly higher than public university students in skill component of ICC. Last but not least, Pearson r correlations revealed significant and positive relationship between SEFLL and ICC. This demonstrated a clear understanding of the theoretical link between the relationship without ambiguity in the interpretation.