Examining the Moderating Role of Learning Styles in the Relationship Between Blended Learning and Iraqi EFL Learners Intercultural Communicative Competence
DOI:
https://doi.org/10.51699/cajssh.v7i1.1281Keywords:
blended learning, learning styles, intercultural communicative competence, EFLAbstract
The present study aimed to investigate the moderating role of learning styles in the relationship between blended learning and intercultural communication competence of English as a foreign language (EFL) learners in Iraq. This study is a descriptive-survey of applied type and correlational in terms of the relationships between variables. The statistical population of this study is Iraqi learners participating in English language courses, of which a total of 255 were selected using purposive sampling and questionnaires were distributed among them. The data of this study were collected using standard questionnaires. Also, SmartPLS3 statistical software was used for statistical analysis. According to the results obtained, blended learning has an effect on learners' intercultural communication competence and learning styles also have a moderating role in the relationship between blended learning and intercultural communication competence of English as a foreign language (EFL) learners in Iraq.
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