مشخصات پژوهش

Listening comprehension is a crucial skill for second language (L2) learners, as it enables them to process meaning from spoken input and engage effectively in communication. However, achieving proficiency in listening comprehension poses challenges, particularly in EFL contexts where authentic auditory exposure is limited (Vandergrift & Goh, 2012). In the Iraqi EFL context, these challenges are exacerbated by learners’ difficulties in processing culturally embedded speech, managing listening anxiety, and decoding emotional cues in oral language (Avci & Doghonadze, 2017). In recent years, two psychological constructs—Cultural Intelligence (CQ) and Emotional Intelligence (EI)—have emerged as influential factors in language learning (Pishghadam et al., 2013; MacIntyre et al., 2020). CQ refers to an individual's ability to adapt and function effectively in culturally diverse situations (Ang, & Van Dyne, 2008; Ang et al., 2007), while EI pertains to the ability to perceive, understand, and manage emotions in oneself and others (Mayer & Salovey, 1997). Both constructs have demonstrated strong links to language learning outcomes, but their specific roles in L2 listening comprehension remain underexplored, particularly in EFL contexts like Iraq. Despite the growing body of research on the role of individual differences in L2 learning, limited attention has been given to the combined influence of Cultural Intelligence (CQ) and Emotional Intelligence (EI) on specific language skills such as listening comprehension (Pishghadam et al., 2013; MacIntyre et al., 2020). Listening comprehension is particularly challenging for Iraqi EFL learners due to: • Lack of Exposure: Learners have minimal opportunities to engage with culturally diverse spoken input. • Cultural Barriers: Difficulties in understanding culturally embedded meanings, idiomatic expressions, and sociolinguistic norms. • Emotional Factors: High levels of listening anxiety and low emotional self-regulation impair liste