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All Journal International Journal of Evaluation and Research in Education (IJERE)
Radwa Hassan Yacoub
Damanhour University
Education

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Foreign language anxiety in relation to cultural intelligence and identity negotiation among English as a foreign language university learners Ashraf Ragab Ibrahim; Abdelaziz Abdelfattah Elfeky; Asmaa Masoued Elblatey; Mohammed Hassanin AbuAl-Saoud; Mohamed Ali Nemt-allah; Radwa Hassan Yacoub
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37740

Abstract

This study examined relationships among foreign language anxiety (FLA), cultural intelligence, and identity negotiation strategies—constructs rarely investigated together—among 1,045 Egyptian English as a foreign language (EFL) university learners from Al-Azhar University and Damanhour University. Participants completed the short-form foreign language classroom anxiety scale (S-FLCAS), the cultural intelligence scale, and the identity negotiation experiences and strategies scale (INES). Correlation analyses revealed significant negative relationships between FLA and both cultural intelligence dimensions: internalized cultural knowledge (ICK) (r=-.233, p<.01) and effective cultural flexibility (ECF) (r=-.208, p<.01). FLA showed positive correlations with identity-related strain (r=.177, p<.01), vigilance (r=.157, p<.01), and compartmentalization (r=.108, p<.01). Conversely, identity resources demonstrated a protective effect (r=-.160, p<.01). Multiple regression analyses indicated that cultural intelligence dimensions predicted 5.9% of FLA variance, while identity negotiation strategies explained 8.7%. These findings suggest that interventions targeting cultural intelligence training and identity negotiation resources can effectively reduce FLA. The study advances theoretical understanding by demonstrating how cultural competence and identity management jointly influence psychological experiences in language learning. Results carry important pedagogical implications: educators should implement intercultural awareness programs, create identity-affirmative classroom environments, and develop learners’ adaptive coping strategies to address anxiety comprehensively beyond traditional linguistic approaches.
Co-Authors Abdelaziz Abdelfattah Elfeky Ashraf Ragab Ibrahim Asmaa Masoued Elblatey Mohamed Ali Nemt-allah Mohammed Hassanin AbuAl-Saoud