Learning a foreign language involves both motivation and emotions, with their relationship being more

complex than a simple “one goes up, the other goes down.” Drawing on Gardner’s (2001) motivation

performance expectations. Teaching strategies should therefore balance motivation and anxiety management in

foreign language learning.

This study investigates the connection between students' motivation to learn, and their fear or anxiety

associated with learning a foreign language. Motivation and fear are closely linked in learning a foreign

language, as motivation acts as a driving force, whereas fear can hinder progress. Research consistently shows

that these two factors influence each other. For instance, Horwitz et al. (1986) demonstrated that high levels of

foreign language classroom anxiety are linked to lower performance and reduced motivation, whereas

associated with peer comparison and fear of failure. These findings indicate that the interplay between

motivation and fear remains a critical issue, which needs further study.

Imai (2010) examined the role and meaning of emotions in the second language learning process, focusing on

how learners’ emotions emerged in verbal communication over the course of a semester-long joint task.

Recognizing interpersonal, functional, and developmental aspects of emotions, the researcher illustrated how a

group of English-as-a foreign-language learners discursively constructed and shared their emotional attitudes

toward their group work and how such emotional intersubjectivity pushed the group, in their knowledge co-

construction, to challenge assigned tasks and material. Imai argued that emotions do not merely facilitate,

study highlighted the importance of understanding learners’ emotional experiences in shaping their

engagement with the language learning process.

Dong et al. (2022) explored the relationships among foreign language classroom anxiety, enjoyment,

expectancy-value motivation, and their predictive effects on Chinese high school students’ self-rated foreign

language proficiency. Findings showed that students were more value-motivated than expectancy-motivated

toward foreign language learning, and most rated their proficiency as unsatisfactory. The students’ foreign

language enjoyment was significantly and positively correlated with all dimensions of expectancy-value

motivation, whereas foreign language classroom anxiety and expectancy-value motivation demonstrated a

more complex correlation pattern. Higher anxiety levels were associated with lower expectancy beliefs,

intrinsic value, attainment value, and utility value, but with higher cost value. In contrast, greater enjoyment

was linked to higher expectancy beliefs, intrinsic value, attainment value, and utility value, while cost value

progress. Using a quantitative survey, the study assessed motivation and language learning fear among 77

participants, predominantly from Indonesia, China, and Thailand. Results indicated strong intrinsic motivation

driven by personal interests and career aspirations. Participants reported moderate communication

apprehension, showing more confidence in classroom settings but self-consciousness when speaking publicly.

Test anxiety persisted even among well-prepared learners, while fear of negative evaluation was moderate,

with less concern about teacher corrections but stress from unexpected questions. The findings emphasize the

need for supportive learning environments that promote risk-taking and personal growth.

This study addresses a gap in the existing literature by examining the relationship between motivation and fear

in learning a foreign language among students in a higher education environment. Although the previous

studies have explored these factors separately or in varied educational settings, limited attention has been given

Motives for Learning a Foreign Language

Motivation stands as a critical factor in the successful acquisition of a foreign language, encompassing a

multifaceted interplay of cognitive, affective, and behavioural components (Gardner, 2005). It is not merely a

singular construct but rather a complex psychological process driven by individuals' needs and their

interactions with their environment (Fandiño et al., 2019). This review synthesizes current understandings of

environment (Fandiño et al., 2019). Factors such as curriculum, resources, teacher influence, cultural capital,

and socioeconomic status significantly shape the quality of extrinsic motivation (Fandiño et al., 2019). Many

learners' behaviours, particularly in e-learning contexts, are driven by external reinforcements, even if they

recognize potential long-term benefits (Fandiño et al., 2019). The desire for better job opportunities is a

notable example of an extrinsic, social/contextual need that drives language learning (Fandiño et al., 2019).

accepting approach to other cultural groups, a strong emotional interest in the target language group, and a

positive evaluation of the learning situation (Gardner, 2005). Learners with a higher integrative orientation are

more likely to achieve greater proficiency (Seven, 2020). This motivation stems from a desire to

Motivation in foreign language learning is shaped by personal, contextual, and goal-oriented factors. Personal

factors include psychological needs such as interaction, competence, and autonomy, as well as learning

strategies and affective variables like attitudes, self-esteem, and anxiety (Fandiño et al., 2019). Contextual

influences encompass curriculum design, resource availability, teacher quality, cultural capital, socioeconomic

status, and, in online settings, technological access and digital literacy (Fandiño et al., 2019). Goals and

perceived benefits, including career advancement, cultural enrichment, and personal development, further

enhance motivation by framing language learning as a tool for empowerment and communication (Fandiño et

al., 2019).

Motivation is a multifaceted construct integrating cognitive, affective, and behavioral components, and it

cannot be fully explained by a single dimension (Gardner, 2005). While stated reasons for learning may signal

which affects learners' motivation and their language acquisition outcomes (Liu, 2023). Horwitz and Cope

(1986) conceptualized Foreign Language Anxiety (FLA) as a multidimensional construct that encompasses

communication apprehension, fear of negative evaluation, and test anxiety. Communication apprehension

Hanib et al. (2024) indicate that students feel most anxious when they do not understand every word their

teacher says, highlighting a significant source of foreign language learning anxiety. Furthermore, their findings

reveal a significant correlation between students' motivation levels and their fear of learning foreign languages,

suggesting that anxiety often impedes language acquisition.

apprehension, fear of negative evaluation, and test anxiety ranged from moderate to high. Moreover,

significant associations were identified between communication apprehension and fear of negative evaluation,

as well as between fear of negative evaluation and test anxiety, highlighting the interconnected nature of

anxiety-related constructs in foreign language learning.

desired motivation, control belief factors also led them to achieve desired outcomes. Students were also

influenced by intrinsic and extrinsic motivation to perform better in online language learning. Students felt

relationship between emotions and learning processes remains challenging. Manchado-Nieto and Fielden-

Burns (2024) examined the role of anxiety-related emotions in learning and teaching English as a foreign

language through a quantitative study. A 33-item instrument was given to a total of 231 (n=231) university

profiles and degree programs. Similarly, Jamshed et al. (2024) investigated English language anxiety among

Mewat female ESL learners and the causes and sources of anxiety. It also seeks to investigate if the differences

Embarking on a journey to learn a foreign language is a big step for many. Learners begins the journey with

strong motivation. Gardner (2001) states that motivation is a combination of desire and effort by the learner.

Nevertheless, motivation may not last. Some factors of the learning may hinder further learning. Fear is one

factor. According to Rahmat (2019), fear is a cycle. A learner may begin with a negative belief about the

learning and this belief is manifested in the learning behaviour and in the end can affect the learning journey.

replicating the factors in fear of learning a foreign language by Horwitz, et.al. (1986), this study explores the

According to Horwitz, et.al. (1986), fear of learning a foreign language can be categorised into three factors

and they are communication apprehension, fear of negative evaluation and test anxiety. Firstly, communication

Relationship between Motivation and Fear of Learning a Foreign Language

This quantitative study is done to explore learners motivation and fear of learning a foreign language. A

Table 1- Likert Scale Use