Objective: English, as an international language, is one of the most widely used languages used in most countries, and language learning is a complex product of personality, cognitive, cultural, and social factors. Thus, the present study aimed to investigate the relationship of cultural intelligence, personality traits, and emotional creativity with
English language learning among students. Method: This study adopted a correlational research design. The statistical population consisted of all secondary school students and first- and second grade high school students in Gorgan in ۲۰۲۴, from whom ۱۲۶ participants were selected using GPower software and through convenience sampling. The research instruments included Averill’s
Emotional Creativity Questionnaire (۱۹۹۱), Ang et al.’s Cultural Intelligence Questionnaire (۲۰۰۴), and Goldberg’s Short Form of Personality Traits (۱۹۹۱). Students’ final English course grades were used to measure the variable of English language learning. The data were analyzed using Pearson’s correlation coefficients and regression analysis by SPSS ۱۸ software. Results: The results showed that
cultural intelligence (.۲۹), emotional creativity (.۲۱), and the
personality traits of extraversion (.۲۰), agreeableness (.۱۶), openness to new experiences (.۲۰), and conscientiousness (.۱۸) had a positive and significant relationship with English language learning. In contrast, neuroticism had a negative and significant relationship with
English language learning (-.۱۸) at P=.۰۵. Regression analysis indicated that cultural intelligence, with a beta coefficient (β=.۲۱), could predict English language learning. Conclusion: Based on the findings of the study, it is recommended that educational authorities and practitioners pay special attention to the role of cultural intelligence, personality traits, and emotional creativity in teaching foreign languages so that students’ motivation and ability to learn English may be enhanced.