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This study investigates the predictive roles of cognitive abilities, language learning strategies, and academic buoyancy in Turkish language learning performance among international students. A total of 333 international students receiving Turkish language training were selected as participants using convenience sampling methods. Questionnaires were distributed online and completed by the participants. The results indicated that cognitive abilities and language learning strategies significantly predicted language learning performance. Language learning strategies significantly mediated the relationship between cognitive abilities and language learning performance. Academic buoyancy did not serve as an effective mediator but was strongly correlated with both cognitive abilities and language learning strategies. These findings highlight the significant predictive role of cognitive abilities in Turkish language learning performance, alongside the contribution of strategic learning practices.
Baştürk et al. (Mon,) studied this question.
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