Plurilingual and pluricultural competence moderates and mediates the relationship between language learning strategies and foreign language anxiety

Language Learning Journal. 2025. P. 1–21.

Anatoliy V. Kharkhurin, Erzhanova A., Koncha V.

Foreign Language Anxiety (FLA) is a psychological barrier that hinders learners’ ability to acquire and use a new language effectively. While previous studies have explored the role of language learning strategies (LLS) in alleviating FLA, little is known about how plurilingual and pluricultural competence (PPC) influences this relationship. This study examines the contribution of LLS to FLA and investigates whether PPC moderates or mediates this relationship. A total of 143 participants completed validated measures assessing FLA, PPC, and LLS. Multiple regression analyses revealed that cognitive strategies negatively predicted FLA, while affective and compensation strategies were associated with increased anxiety. Further, PPC components, particularly plurilingual cognition and intercultural tolerance, systematically reduced FLA. Moderation analyses demonstrated that PPC amplified the effects of LLS, with plurilingual cognition reinforcing anxiety reduction when paired with cognitive strategies but increasing evaluation sensitivity when combined with affective strategies. Mediation analyses showed that plurilingual cognition mediated the relationships between cognitive, social, and metacognitive strategies and FLA, suggesting that cognitive flexibility and metalinguistic awareness play a crucial role in anxiety regulation. These findings highlight the importance of incorporating the development of PPC into language education to foster adaptive learning strategies and enhance learners’ confidence in multilingual environments.

Keywords: foreign language anxiety, plurilingualism, pluriculturalism, PICK program, language learning strategies