Satisfaction and Dissatisfaction in Foreign Language Learning: Insights through Herzberg’s Theory

Satisfaction and Dissatisfaction in Foreign Language Learning: Insights through Herzberg’s Theory

*Noor Aizah Abas¹, Nadiah Zubbir², Mohamed Hafizuddin Mohamed Jamrus³, Nurfarah Saiful Azam⁴, Noor Hanim Rahmat⁵, Marites Adan Doña⁶

^1,2,3,4,5Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

⁶Nihongo Kyoiku Tutorial Service, Meycauayan, Philippines

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000184

Received: 22 April 2025; Accepted: 02 May 2025; Published: 03 June 2025

ABSTRACT

The relationship between motivation and fear directly influences students’ satisfaction levels and dissatisfaction rates while substantially shaping their attitudes and learning outcomes in foreign language education. Motivation drives both engagement and achievement, resulting in satisfaction; however, fears, including fear of judgment and test anxiety, hinder progress and lead to dissatisfaction. The researcher’s experience learning Japanese as a non-native speaker inspired this study, which investigates engaging teaching materials and strategies to sustain learners’ interest. The purpose of this study is to explore the factors that affect students’ satisfaction and dissatisfaction in learning Japanese and English, specifically examining motivation and fear. The study utilized a quantitative survey with a 5-point Likert scale, based on frameworks by Gardner (2001) and Horowitz et al. (1986). The survey comprises three sections: Section A gathers demographic data, Section B includes 11 motivation-related items, and Section C features 33 items on fears related to foreign language learning. The study surveyed 275 undergraduate students from a renowned public university in Malaysia. Findings revealed that satisfaction was driven by engaging activities, collaborative learning, and peer interaction, while dissatisfaction stemmed from communication apprehension, fear of judgment, and test anxiety. A weak but significant positive relationship between satisfaction and dissatisfaction was identified, highlighting their interconnectedness. To enhance learners’ experiences, educators should emphasize collaborative learning, provide formative feedback, and adopt diverse teaching methods. Promoting open communication and self-regulated learning can help balance satisfaction and dissatisfaction. Future research could examine the influence of demographic variables and the long-term impact on language proficiency.

Keywords: Satisfaction, Dissatisfaction, Learning Motivation, Learning Outcomes, Japanese Language

INTRODUCTION

Background of Study

In today’s globalized and interconnected world, learning a foreign language is an invaluable skill. The internet makes it easier than ever to access information anytime, anywhere (Pennycook, 2024). Competence in widely spoken world languages like English, Chinese, French, Russian, Japanese, and Arabic is crucial in political, educational, and economic sectors. As a result, more people recognize the value of acquiring foreign language skills. According to Husna et al. (2024), globalization has interconnected nations, making multilingualism essential for competitiveness in the global market. Other than economic gain, foreign language learning also enhances personal growth, for example, memory, problem-solving, and creativity. As stated by the Assistant Minister of Tourism, Arts and Culture Malaysia, through the mastery of foreign languages, one is afforded the ability to learn the culture and technology of developed countries in order to compete for better positions in the working environment. In order to become a developed country, the future generation must be worldly wise and well-versed in world languages such as English and other languages (Sahari, 2019). Additionally, Dos Santos (2023) found that learning Chinese opens business and professional doors for young Europeans to develop their competencies in Asia. Jambi (2018) stated that the modernization of Japan during the Meiji era transformed the Japanese language into a valuable asset in science, technology, and national defence, and the world took an interest in the language due to Japan’s success in manufacturing and robotics. In addition, Arabic is an important language in international politics, as it is the language of the United Nations, industrialization, and tourism (Hussin et al., 2018).

However, learning a new language presents many challenges and learners’ satisfaction or dissatisfaction can significantly influence their learning outcomes. For instance, fluency in a foreign language may be hard to achieve due to time constraints, pronunciation and grammatical issues, and cultural disparities. To this, fewer interactions with native speakers further hinders fluency (Husna et. al, 2024). Motivation, learning strategies, and environment are closely related to progress in learning a language. Yet, research into the determinants of satisfaction and dissatisfaction is still limited. This research aims to reveal these determinants with specific focus on the gap between learners’ expectations and actual learning experience. In attempting to close this gap, the study aims to make a significant contribution to the improvement of foreign language learning.

Motivation is a significant factor in how people learn Japanese. Motivation, according to Reeve (2015), is an internal force that seeks change, recruits energy toward adaptive, goal-directed action, and sustains learners’ focus and resistance to distraction. This is also corroborated in Abas et al. (2023), in which there was a positive significant correlation between situational interest (both triggered and maintained) and the development of individual interest in online Japanese learning. In the process of acquiring a foreign language such as Japanese, emotions such as “satisfaction” and “dissatisfaction” play a great role in learners’ learning attitude. For example, not making progress discourages one from learning, but discovering an effective method of learning brings joy. Zubir et al. (2024) asserted that excitement in class activities and spontaneous online learning enhance students’ desire to learn. These affective changes vary from student to student, and their reasons can contribute to the enrichment of foreign language acquisition.

In learning a foreign language like Japanese, learners go through various emotions that play an important role in shaping how they learn. Satisfaction and dissatisfaction are important determinants that influence their motivation, learning process, and results. An example is Rahmat (2020), who found that students’ anxiety regarding unexpected and assessed communication later makes them fear foreign language classes. Understanding these emotions and their impact is necessary in order to improve foreign language teaching and learning to better support learners throughout the learning process.

Satisfaction refers to the positive attitudes and feelings that learners have in acquiring a foreign language such as Japanese. It is influenced by various factors, including learning progress, learning materials, instructional strategies of the teacher, and the learning environment. Zubir et al. (2024) identified that understanding learning materials and getting help from peers were among the satisfaction factors that significantly influenced Japanese language students’ motivation to learn. Dissatisfaction, on the other hand, entails the negative emotions arising when learners are frustrated with slow learning, poor understanding, or ineffective learning methods. This dissatisfaction can lower learners’ motivation to continue learning Japanese. Japanese language students face challenges in confidence, self-consciousness, and anxiety in various classroom communication situations, which may increase anxiety (Zubbir, et al. 2024).

On the other hand, motivation is required for sustaining learners’ interest and perseverance in learning. Motivated learners actively seek ways to improve their competence and are more apt to attain higher learning outcomes in Japanese language learning. Bidin et al. (2019) found that students were primarily motivated by the desire to travel to Japan, with performing exercises and assignments as the primary factor in accelerating language mastery. This accentuates how specific behaviours can sustain motivation and enhance learning outcomes. Learning outcomes, therefore, are the knowledge, skills, and achievements gained through the learning process, for instance, improvement in language and test scores. Adam (2004) cited by Mahajan & Sarjit Singh (2017) defines learning outcomes as documents that outline what learners need to achieve by the end of a program, module, course unit or qualification.

Understanding how satisfaction, dissatisfaction, and motivation affect learning outcomes is crucial in a bid to improve the learning experience of the Japanese language. This study focuses on precisely what satisfies or dissatisfiers students of the Japanese language, and how the learning environment, learning approaches, and psychological factors impact these feelings. It also aims to offer practical recommendations to more effectively meet the students’ needs in the field of Japanese language acquisition.

Statement of Problem

Understanding the challenges of learning a foreign language is believed to help learners overcome their fear (Rahmat et al., 2021). Under ideal learning conditions, learners of the Japanese language would be extremely satisfied throughout the process, be motivated, and continue learning successfully. Students should be able to recognize their progress, receive appropriate guidance from teachers and materials, enhance their language skills, and achieve the desired outcomes. Besides, it is crucial to provide an educational environment where students are able to enjoy learning and find meaning in learning without stress or anxiety. Students would be optimally involved in activities and achieve fluency in Japanese, if possible.

However, the experience of learning a foreign language tends to leave learners stressed, frustrated, and dissatisfied. Learning a foreign language can be very stressful and a bad experience for some (Rahmat, 2020). The majority of the students are disappointed because they experience frustration due to the slow learning process, low comprehensibility of the learning content, and ineffective learning methods and eventually lose the motivation and the interest to continue learning. In particular, students’ dissatisfaction with the learning environments, teachers’ teaching styles, and the curriculum of the learning materials may lead to a decline in learning motivation. If not addressed, this will hinder enhancements in Japanese language proficiency of learners and further undermine their final accomplishments in learning. Rahmat et al. (2021) emphasized that if the fear is not tackled, the language learners may face other issues in learning.

This research aims to identify what influences the satisfaction and dissatisfaction of Japanese language learners, specifically their motivation and anxiety, and to contribute to the improvement of the learning environment and teaching. By analysing the impact of learners’ satisfaction and dissatisfaction on their learning achievement and motivation, this study will identify effective teaching approaches and improve the quality of Japanese language teaching. Furthermore, by identifying the specific difficulties learners face, educators can better support learners. Lastly, we intend to steer activity towards enhancing learning of the Japanese language and setting up an environment for learning that makes students comfortable to pursue studies.

Objective of the Study and Research Questions

This research examines how learners perceive the factors that contribute to their satisfaction and dissatisfaction in learning a foreign language. Specifically, the study aims to examine the following questions:
● What factors do students believe contribute to satisfaction when learning a foreign language?
● What factors do students believe lead to dissatisfaction in their foreign language learning experience?
● Is there a relationship between factors that lead to satisfaction and dissatisfaction in foreign language learning?

LITERATURE REVIEW

Theoretical Framework

Motivation

Ai et al. (2021) emphasized motivation as essential among the learners of a second language so they would be better understood by it in terms of comprehension of language. Yet motivation is a concept which is made of cognition, affection, and conduct and, hence, one single definition will be inadequate for fully describing motivation (Gardner, 2001). Keller (1983) suggested that motivation, according to Gardner (2001), is the way in which an individual determines what to experience or pursue and what to avoid, and how much effort to expend to achieve them. Gardner (2001) further explained that motivated individuals are goal-directed, persistent, and self-motivated in achieving the tasks required for goal achievement. While so, Dörnyei and Ushioda (2011) asserted that most researchers concur that motivation influences both the direction and intensity of human behaviour. Motivation involves the decision to engage in a certain behaviour, the continuation of the behaviour, and the energy exerted. Essence of motivation explains why an individual chooses a specific behaviour, for how long they would like to maintain it, and to what level they are willing to work (Dörnyei & Ushioda, 2011).

Motivation in learning language, as stated by Alizadeh (2016), is driven by a combination of effort, a high level of desire to accomplish learning goals, and maintaining a positive tone while doing it. In 2001, Alizadeh pointed out three main factors which affect motivation: a positive sentiment towards the community in which the second language is spoken, satisfaction with the process of learning itself, and adaptation to external forces such as fulfilling parental expectations, receiving rewards, or pursuing utilitarian achievements. On the contrary, Gardner (2001) argues that motivation also relies on the learning environment and cultural background and that variables like the quality of the instruction (classroom teachers, curriculum, lesson plans), target language uses, study attitudes and motivation (involving affects and motivation as components of this attitude), learning strategies are factors that add up to language acquisition. Dörnyei and Ushioda (2011) clarified that motivational approaches must be followed by conformity to some rules. These are appropriate teacher behaviour, positive student-teacher relationship, friendly and supportive classroom environment, and a unified group of students with effective group norms.

Motivation is shaped by many factors. The studies above all agree that teachers, learners, learning environment, and learning contexts are central to the motivation of learners to learn. These factors interact, and while more effort by learners may be an indicator of increased motivation, they cannot be considered in isolation.

Fear of Learning a language

Horwitz et al. (1986) described anxiety as a tension, uneasiness, nervousness, and worry that stimulate the autonomic nervous system. Language anxiety can be triggered in various situations, for example, in interpersonal communication, language practice, or tests, as argued by Gardner (2001). Anxiety can be caused by more common forms of anxiety, such as trait anxiety, past unpleasant experience in language classes, or worry about language knowledge and skill deficits (Gardner, 2001). Horwitz et al. (1986) identified three types of performance-related anxieties: feeling apprehensive about talking to others, test-taking stress, and fear of judgment by others.

Horwitz et al. (1986) also explained communication apprehension as a form of shyness due to anxious or fearful feelings of communicating with others in social situations. Rahmat (2020) explained that the apprehension of communication needed to be done by the students is one of the reasons students get anxious learning foreign languages. Foreign language learning anxiety sometimes originates within learners themselves (Rahmat, 2020). Test anxiety is one of them. Foreign language learning test anxiety occurs when learners have unreal expectations of themselves and struggle to deal with the continuous tests and quizzes (Horwitz et al., 1986).

Fear of negative evaluation is yet another type of performance anxiety. But, as Horwitz et al. (1986) pointed out, this anxiety is not limited to test anxiety but to any context in which one is socially evaluated, e.g., job interviews or delivering a foreign language speech. Both Zubbir et al. (2024) and Rahmat (2020) found that students tend to be anxious that the other students will perform better on the foreign languages. Rahmat (2020) also observed that the students become more confident if given time to prepare their responses.

Rahmat (2020) observed that language learning anxiety can prove to be detrimental to learners who are trying to learn a foreign language. Language-related anxiety can hinder learning, and a lack of knowledge causes anxiety (Gardner, 2001). Furthermore, Horwitz et al. (1986) suggested that anxiety can impede even skilled students from working efficiently in foreign language classes. Therefore, a number of suggestions were provided by previous researchers in order to stay away from and cope with foreign language learning fear. Rahmat (2020) suggested that instructors can build an appropriate foreign language environment to facilitate this. Instructors can relieve the apprehension of learners by recognizing their helplessness and loneliness and guiding them in a positive way so that they are able to believe in learning a foreign language (Horwitz et al., 1986). Zubbir et al. (2024), nonetheless, posited that practices like systematic speaking practice and positive reinforcement help decrease communication anxiety.

Past Studies

Past Studies on Motivation

Past research on motivation has been conducted on language learning with various learners. In spite of this, the research concluded that positive motivation by the learners shows that there is a rise in learning efforts.

Schiller and Dorner, in their 2022 research, investigated older Hungarian language students’ motivation, specifically what influences their dedication to learning. The study was carried out in June 2018 at a language school in Budapest, where 30 elderly Hungarians learning English were participants. The students answered a questionnaire based on Gardner’s socio-educational model (1985) and Gardner and Tremblay’s SL motivational model (1995). The results showed that the attitude toward second language learning and goal specificity were the most significant factors in the motivation of the students. This shows that the right attitude toward learning English and setting clear goals at the onset can boost motivation. Additionally, their motivation to learn English, along with how attentive they are and how often they set goals, also plays a part in their motivational behaviour.

Zain et al. (2023) examined the impact of motivation and fear of foreign language learning among Malaysian students. They utilized a quantitative methodology with a 5-point Likert scale questionnaire, working from Gardner (2001) and Horwitz et al. (1986). The sample of 163 students from different UiTM Melaka faculties was the basis of the findings that showed most language learners were instrumentally more than interactively motivated towards learning foreign languages. The majority of respondents were highly motivated to learn, with eager class participation and communication with others to enhance their understanding of the target language. The results also indicated that most of the students actively participated in class activities.

In 2024, Zubbir et al. examined what motivates undergraduate students at a Malaysian public university to learn Japanese. They used a 5-point Likert scale based on Herzberg et al. (1959) for satisfiers, Gardner (2001) for motivators, and Horwitz et al. (1986) for dissatisfiers to survey 138 participants. The questionnaire was in four parts. The results indicated that in order to generate a motivating and supportive language learning environment, class attendance and several positive learning factors are essential. The high mean scores for regular attendance and cooperative learning point to their significance in enhancing motivation. In addition, comprehension of the content and asking for help were also crucial elements.

The studies above concluded that students who were highly motivated had a positive attitude towards learning. These students are most likely to pay attention in class, have goals, interact with others, have good class attendance, and seek assistance. Proper motivation to learn also results in a positive and conducive learning environment within the classroom.

Past Studies on Fear of Learning a Foreign Language
Previous studies have mainly focused on foreign language students’ fear of learning a foreign language. The study established that the feelings of fear and anxiety during foreign language learning are rooted in negative thoughts and expectations and are a cause of inhibition to students.

Rahmat (2020) explored the effect of fear of language classes on foreign language learning. The study utilized the Foreign Language Classroom Anxiety Scale by Horwitz et al. (1986) that consists of 7 demographic questions, 8 communication apprehension questions, and 5 test anxiety questions. The data were gathered from 902 language students enrolled in universities studying languages like Mandarin, Japanese, Arabic, and Italian. Rahmat (2020) discovered that the students felt primarily anxious when they perceived that others are more proficient in the foreign language than them. The study also determined that the apprehension of students in communicating may lead to test-taking anxiety and adverse evaluation fears, which in turn might generalize to an overall fear of foreign language courses.

Zain et al. (2023) analysed the effects of motivation and fear of foreign language learning among Malaysian students. They conducted a survey using a 5-point Likert scale, drawing on Gardner’s (2001) and Horwitz et al.’s (1986) concepts. 163 students from various faculties in UiTM Melaka took part in the study. The findings revealed that most of the students were not afraid to use the foreign language and felt confident doing so. However, the high mean score with regard to the implication of test failure highlighted the need to pass the language course in order to graduate. This pressure of meeting academic requirements had a powerful effect on the students because they felt that their future career was at stake.

Zubbir et al. (2024) examined the motivational factors behind Japanese language learning among undergraduate students at a Malaysian public university. They gave a 5-point Likert scale questionnaire to 138 students modified from Herzberg et al. (1959) for satisfiers, Gardner (2001) for motivators and Horwitz et al. (1986) for dissatisfiers. The questionnaire was divided into four sections. The results revealed that dissatisfiers had a significant impact on students’ communication apprehension when learning a foreign language, suggesting various challenges and concerns. Specifically, the study found that these dissatisfiers had an influence on students’ anxiety of being judged negatively and fear of whether the teacher would correct them.

The above studies concluded that fear of foreign language learning is expressed in different ways by the learners. The fear is realized through negative expectation, test anxiety, and teacher correction fear upon making mistakes. The above researchers agree that the above fears are worrisome since they present a threat to learning foreign languages effectively.

Conceptual Framework

Figure 1 highlights the conceptual framework of the study. This study is grounded in Herzberg’s (1966) concept of satisfaction and dissatisfaction factors. He found that motivation factors are necessary to enhance a person’s job satisfaction. Similarly, in the context of learning, learners are often motivated to engage or disengage based on the satisfaction they perceive from the outcomes (Rahmat et al., 2021). This study explores both satisfaction and dissatisfaction factors in foreign language learning. Gardner’s (2001) concept of motivation in language learning is considered a satisfaction factor that drives learners to engage with the language. On the other hand, dissatisfaction may arise when learners experience fear toward the target language. Horwitz et al. (1986) pointed out that dissatisfaction in learning often arises from three key factors: communication apprehension, fear of negative evaluation, and test anxiety.

Figure 1 – Conceptual Framework of the Study – Satisfaction and Dissatisfaction Factors in the Learning of a Foreign Language

METHODOLOGY

This quantitative study explores the motivation of undergraduates to learn. It surveyed 275 participants on a 5-point Likert scale based on the frameworks of Gardner (2001) and Horwitz et al. (1986). The survey is made up of three sections: Section A involves demographic information, Section B includes 11 items related to motivation, and Section C contains 33 items related to fear of learning a foreign language. The findings are summarized in Table 1 below.

Table 1 – Distribution of Items in the Survey

Table 1 shows the survey’s reliability. The analysis indicates Cronbach’s alpha values of .843 for satisfaction factors and .887 for dissatisfaction factors. The overall external reliability for all 33 items is .883, demonstrating good reliability for the instrument. Further analysis was conducted using SPSS to address the study’s research questions.

FINDINGS

Findings for Demographic Profile

Table 2 – Gender of the Respondents

Table 2 displays the percentage of gender, with the majority (66%) being female, while the remaining 34% are male.

Table 3 – Japanese Language Level

Table 3 denotes the percentage of students’ Japanese language levels, where the majority (45%) are at Japanese Level 3 (TJC 501), followed by 30% at Japanese Level 2 (TJC 451), and the least (26%) at Japanese Level 1 (TJC 401).

Table 4 – Languages Taken by the Participants

Table 4 indicates the percentage of students in different clusters, with half (50%) coming from Science & Technology, followed by 46% from Social Science & Humanities, while the remaining 4% are from Business & Administration.

Findings for Satisfaction Factors

This section presents data to answer Research Question 1: What factors do students believe contribute to satisfaction when learning a foreign language?

Table 5 – Mean for Satisfaction Factors

Table 5 illustrates the mean for satisfaction factor items, which ranged from 4 to 4.7. The highest mean is reflected by MTLQ1 with 4.7, indicating that students ensured classes were attended without fail. The second highest mean, at 4.5, is reflected by MTLQ8, where students reported enjoying learning with their classmates. MTLQ5 and MTLQ7 shared a mean of 4.4, indicating that students asked their peers if they did not understand while still enjoying participating in class activities. MTLQ3 indicated a 4.3 mean, with students understanding what was taught by the teacher. Another shared mean is reflected by MTLQ2 and MTLQ9 at 4.2, showing the preparedness of students and their enjoyment of speech practice during class. MTLQ6 is at 4.1, with students making their own efforts in learning the language online. Lastly, at a mean of 4 for MTLQ4, if students do not understand, they will resort to asking the teacher.

Findings for Dissatisfaction Factors

This section presents data to address Research Question 2: What factors do students believe lead to dissatisfaction in their foreign language learning experience? For this study, these factors are measured by: (i) communication apprehension, (ii) fear of negative evaluation, and (iii) test anxiety.

Table 6 – Mean for Communication Apprehension

Table 6 outlines the means for communication apprehension, which ranged from 2.9 to 3.5. The highest mean of 3.5 was for CAQ9, where students indicated they got nervous if they didn’t understand every word the teacher said. CAQ1, CAQ2, CAQ7, and CAQ8 all shared a mean of 3.4. Specifically, CAQ1 showed students lacked confidence when speaking in foreign language class. CAQ2 indicated students were scared when they didn’t understand what the teacher was saying. CAQ7 reflected that the students felt self-conscious speaking in front of others, while CAQ8 showed they felt confused and nervous when speaking in class. A mean of 3.3 for CAQ5 indicated students got upset when they didn’t understand corrections made by the teacher. Both CAQ3 and CAQ6, with a mean of 3.2, showed students felt confident speaking in Japanese or their foreign language class. CAQ10 had a mean of 3.1, indicating students felt comfortable around native speakers. The lowest mean of 2.9 for CAQ4 showed students wouldn’t be nervous speaking the foreign language with native speakers.

Table 7 – Mean for Fear of Negative Evaluation

Table 7 demonstrates the means for fear of negative evaluation, ranging from 2.9 to 3.8. The highest mean, 3.8, is for FNEQ2, where students expressed concerns that others are better at the language than they are. A close mean of 3.7 is observed for FNEQ5, where students feel that some people are better at speaking the foreign language than they are. Means of 3.5 (FNEQ1), 3.4 (FNEQ3), and 3.3 (FNEQ6) reflect students’ worries about making mistakes, embarrassment, and being laughed at if they converse in the language during class. The lowest mean of 2.9 is for FNEQ4, where students feel a fear of being corrected for every mistake made.

Table 8 – Mean for Test Anxiety

Table 8 depicts the means for test anxiety, ranging from 2.2 to 3.9. The highest mean, 3.9, is for TAQ4, reflecting students’ worry about the consequences of failing their foreign language classes. The second-highest mean, 3.6, is for TAQ5, where students indicated that nervousness causes them to forget things they know. At 3.4 (TAQ2), 3.3 (TAQ1), and 3.2 (TAQ3), students expressed that while they would not mind taking more classes, they still feel nervous about being called upon, and they are still at ease with language class tests. At 2.8 (TAQ7), students reported feeling more confused after studying more, while at 2.7 (TAQ8), students felt more tense and nervous in their language classes compared to other classes. The lowest mean, 2.2, is for TAQ6, where students still feel anxious in class even if they are well-prepared for the language class.

Findings for Relationship between satisfaction and dissatisfaction factors for learning a foreign language
This section dives into Research Question 3: Is there a relationship between factors that lead to satisfaction and dissatisfaction in foreign language learning? To find out if there’s a significant connection between these factors, we analysed the data for correlations using SPSS. The findings are displayed in Table 9 below.

Table 9 – Correlation between Satisfaction and Dissatisfaction Factors for Learning a Foreign Language

Table 9 reveals there’s a connection between what makes students satisfied and dissatisfied when learning a foreign language. The correlation analysis indicates a low but significant association between these factors (r = .194**, p = .000). According to Jackson (2015), a significant coefficient at the .05 level means the correlation strength is measured on a 0.1 to 1.0 scale. A weak positive correlation falls between 0.1 and 0.3, a moderate positive correlation ranges from 0.3 to 0.5, and a strong positive correlation is between 0.5 and 1.0. This suggests that there’s a weak positive relationship between satisfaction and dissatisfaction factors in learning a foreign language.

CONCLUSION

Summary of Findings and Discussions

This research aimed to delve into what makes learners feel satisfied or dissatisfied with learning a foreign language and to explore the connection between these factors. The findings provide valuable insights into how learners experience and balance both positive and negative influences during their language-learning journey.

Research Question 1: ‘What factors do students believe contribute to satisfaction when learning a foreign language?’ focused on how learners perceive their satisfaction factors. The study identified that learners are satisfied when they are actively involved in classroom activities, socialize with peers, and actively engage. These factors were identified as playing a fundamental role in achieving a sense of enjoyment and accomplishment. Learning with peers was identified as being particularly important as it built confidence, encouraged peer support, and facilitated language practice. Cheng et al. (2021) emphasized how pre-class activities that encourage peer interaction reinforce group solidarity and enhance learning outcomes. Similarly, Zubbir et al. (2024) emphasized how an interactive and inclusive environment serves as an imperative factor in heightening motivation and satisfaction, making the learning process more supportive and engaging.

Research Question 2: “What factors do students believe lead to dissatisfaction in their foreign language learning experience?” examined learners’ perceptions of dissatisfaction factors. The study identified main challenges like communication apprehension, fear of negative evaluation, and test anxiety as major sources of dissatisfaction. The learners felt nervous and self-conscious when speaking in public, for fear of committing errors and being criticized. Test anxiety led to their dissatisfaction, brought about by fear of failure. These findings parallel Horwitz et al. (1986), who explained the debilitating effect of affective barriers to language learning. They also concur with Azhar et al. (2022) that despite the fact that learners are usually optimistic about themselves, they still develop anxiety when faced with situations beyond their control. These results point to the imperative of adopting measures that would minimize dissatisfaction, build confidence, and make the learning environment more conducive.

Research Question 3: “Is there a relationship between factors that lead to satisfaction and dissatisfaction in foreign language learning” analysed the relationship between satisfaction and dissatisfaction factors. The analysis revealed a weak but significant positive correlation (r = .194, p = .000) between satisfaction and dissatisfaction. This can be interpreted to imply that while these are distinct areas, they are related directly. For example, communication anxiety can prevent learners from participating actively in group work and hence lowering their overall satisfaction. On the other hand, learners who are supported and encouraged are better able to cope with their fear and anxiety. These findings agree with Schiller and Dorner’s (2022) observation that both positive and negative experiences impact learners’ attitudes towards language learning. Guo et al. (2024) also found that supportive and positive environments help learners build up resilience, enabling them to manage challenges like anxiety and attain more satisfaction. This highlights the need to create caring, inclusive classrooms to bridge the gap between satisfaction and dissatisfaction.

Pedagogical Implications and Suggestions for Future Research

To facilitate making learning more effective and enjoyable for learners, several strategies can be employed. First, the creation of collaborative learning in the classroom is paramount. Through peer tutoring, role-plays, and group discussions, communication anxiety can be eased while a supportive sense of community and confidence in language use is fostered. Test anxiety and fear of judgment can also be tackled by instructors through the adoption of assessment practices that are formative feedback-driven. Providing low-stakes quizzes, reflective exercises, and nurturing feedback allows learners to see mistakes as natural parts of their learning journey and removes their fear of failure. Diverse instructional approaches, such as gamification, multimedia content, and cultural immersion, can make lessons more engaging and cater to learners’ varying learning preferences, especially for learners who are anxious. In addition, educators must strive to create an equitable environment that reduces barriers to learning but enhances positive experiences. Open dialogue, feedback, and learner-centred approaches are key to bridging the gap between dissatisfaction and satisfaction, students’ confidence, and building resilience. Last but not least, encouraging self-regulated learning can continue to enhance learners’ motivation and the ability to solve dissatisfaction on their own. Language learning apps, tracking software, and personalized resources can allow learners to set goals, monitor their success, and regulate their own learning.

Future studies can examine the influence of age, cultural background, and learning style on language learning satisfaction and dissatisfaction. Longitudinal studies can also examine the influence of these variables over time and their effects on learners’ overall proficiency and retention. With the integration of these strategies, a balanced and supportive environment that caters to both emotional and academic growth can be created, enhancing and making more meaningful the language learning process.

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