Demotivating Factors and Self-Perceived Communicative Confidence in Arabic Language Learning: A Self-Determination and Expectancy Value Perspective

This study examines how demotivating classroom factors impact self-perceived communicative confidence (SPCC) among Malaysian university learners of Arabic. Quantitative data from 145 undergraduates revealed that unengaging class characteristics (e.g. monotonous, exam-centric instruction) and the experience of difficulty with Arabic were the strongest demotivators, while lecturer behaviour was rated as least demotivating. Overall demotivation correlated negatively with SPCC (r ≈ –.30, p < .001). A multiple regression analysis identified the class environment (e.g. large class size, lack of interaction) as a significant negative predictor of SPCC (β = –.25, p = .02), whereas surprisingly the class characteristics factor positively predicted SPCC (β = +.34, p < .001). This counterintuitive finding suggests that higher-confidence students felt demotivated by under-stimulation in class. These results are interpreted through the lenses of Self-Determination Theory (psychological need thwarting) and Expectancy-Value Theory (lowered success expectancies). The findings underscore the need for differentiated student-centred approaches—including technology-integrated and confidence-building strategies—to sustain motivation and communicative confidence in Arabic. A new framework for understanding demotivation–confidence dynamics is proposed, and practical pedagogical interventions for Arabic language teaching are discussed.

demotivation; self-perceived communicative competence (SPCC); Arabic language learning

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