A Correlation Between Cultural Intelligence and English Proficiency Among Korean College Students
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This study is conducted to find the relationship between CQ and English proficiency, academic year and gender. To achieve the aims research questions are established; 1) What relation exists between CQ and English proficiency among Korean college students?, 2) What relation exists between CQ and academic year among Korean college students?, 3) What relation exists between CQ and gender among Korean college students? For the research, a total of 105 college students participate. To find the relationship between CQ, English proficiency, academic year and gender among Korean college students, CQS is adapted as a measurement tool in the survey. The data analysis for this study is conducted using R program version 4.2.2. After assessing the reliability among items for each sub-factors of CQ, the English proficiency, academic year, and gender of the study participants and the situation of each sub-factors of CQ are presented in frequencies and percentages. The research findings indicate significant correlations between English proficiency and the sub-factors of metacognitive CQ, cognitive CQ, and behavioral CQ. Additionally, correlations were found between motivational CQ and academic year. However, no significant relationships were observed between gender and the four sub-factors of CQ.
Abstract
This study is conducted to find the relationship between CQ and English proficiency, academic year and gender. To achieve the aims research questions are established; 1) What relation exists between CQ and English proficiency among Korean college students?, 2) What relation exists between CQ and academic year among Korean college students?, 3) What relation exists between CQ and gender among Korean college students? For the research, a total of 105 college students participate. To find the relationship between CQ, English proficiency, academic year and gender among Korean college students, CQS is adapted as a measurement tool in the survey. The data analysis for this study is conducted using R program version 4.2.2. After assessing the reliability among items for each sub-factors of CQ, the English proficiency, academic year, and gender of the study participants and the situation of each sub-factors of CQ are presented in frequencies and percentages. The research findings indicate significant correlations between English proficiency and the sub-factors of metacognitive CQ, cognitive CQ, and behavioral CQ. Additionally, correlations were found between motivational CQ and academic year. However, no significant relationships were observed between gender and the four sub-factors of CQ.
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