Types of Self-Regulation Strategies Predicting Iranian EFL Learners’ Intercultural Communicative Competence

Employing an explanatory sequential mixed-methods approach, the current research explored the predictive role of perceived self-regulation strategies in EFL learners’ perceptions of their intercultural communicative competence (ICC). In the quantitative phase, the sample involved ۳۰۰ Iranian EFL learners, who were requested to complete questionnaires on self-regulated strategies and ICC. Multiple regression and correlation analyses were employed for the analysis of quantitative data. In the qualitative phase, from among the ۳۰۰ participants, ۳۲ were chosen based on purposive sampling. An open-ended questionnaire was electronically completed by ۲۸ participants, and one-on-one semi-structured interview sessions were held with four of them. They were recorded and transcribed verbatim. The two datasets were imported into MAXQDA (version ۲۰۲۲) for analysis. The qualitative analysis steps introduced by Gao and Zhang (۲۰۲۰) were followed. The results of the multiple regression analysis showed that motivational and sociocultural-interactive strategies were positive significant predictors of ICC. The result of the qualitative phase revealed that all seven self-regulation strategies were similarly mentioned by the participants as predictors of EFL learners’ ICC development. The results are deemed fruitful for enhancing the awareness of EFL learners, teachers, teacher educators, materials developers, and other educational stakeholders.

کلیدواژه ها:

EFL learners ، Intercultural Communicative Competence ، Mixed-Methods Research ، self-regulation strategies