Page 273
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Investigating the Influence of Motivation on Fear of Learning a
Foreign Language
*1
Husna Binti Abdul Ahad,
2
Nik Nur Hidayah,
3
Asma Ammar,
4
Nor Asyikin Binti Hasan Adali,
5
Farhana
Binti Ghazuddin,
6
Noor Hanim Rahmat
1,2,3,6
Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
4
Pusat Strategi, Universiti Kebangsaan Malaysia, Malaysia
5
Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Sarawak, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.922ILEIID0027
Received: 22 September 2025; Accepted: 30 September 2025; Published: 22 October 2025
ABSTRACT
Foreign language learning is always an encounter with moments of motivation and fear throughout the process
of acquiring a new language. Embarking from that is crucial to understand learners’ perceptions toward their
motivation, their fear and the relationship between them in order to enhance the effectiveness of language
learning. This quantitative study adopts a questionnaire-based data collection adapted from Gardner’s (2001)
motivation constructs and replicated from the instrument of Horwitz et al. (1986). The sample of 351
respondents was collected among undergraduate learners in a public university in Malaysia, which consisted of
2 sections. Based on the findings, in terms of motivation, academic achievement was scored as a strong
motivational factor, closely followed by communication’s desire. In contrast, the leading fear-related factor
was learners feeling confident to speak in Arabic class and learners’ belief that their peers are more proficient
and better for each element studied. Importantly, there is an association between motivation and
communication apprehension, whereas no significant association was shown between motivation and fear of
negative evaluation, nor between motivation and test anxiety. The results suggest that teachers should foster a
more supportive and engaging lesson environment to sustain high motivation, lowering students’ anxiety by
understanding their specific fears.
Keywords: Motivation, Fear of learning, Foreign Language, Gardner’s theory of motivation, Language
Learning
INTRODUCTION
Background of Study
Foreign language learners need to counter both mental and emotional challenges through their way of learning
a foreign language. They need to encounter their fear and motivation as part of their learning journey.
Motivation is one of the sources to overcome the fear of learning a foreign language. To lessen making
mistakes, high motivation is needed. In other words, during the process of foreign language learning,
motivation encourages learners to respond to the needs of people. A motivated learner is more interested in
participating with the foreign language itself by regularly practicing and abiding by challenges, which can
generate successful language proficiency and improved language acquisition (Seven, 2020). As the motivated
learners become more thoughtful, concentrated and foresighted in looking for learning opportunities, the
quality of learning foreign languages will also be affected (Steinmayr et al,. 2019).
On the other hand, fear can occur along the journey of learning a foreign language because of some factors,
such as fear of being judged, avoiding making mistakes, or lack of knowledge of the culture of the foreign
Page 274
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
language itself. All these conditions can lead to a learner's behavior towards the language. To create a more
interesting and enjoyable learning process, this fear needs to be abolished.
In order to learn a foreign language, the learner's ability to learn can be impacted by both motivation and fear.
For example, an eager learner is always willing to do anything in terms of time and effort in order to become
proficient in language, while a frightened learner will strive with difficulty in order to improve. Awareness of
how these factors can impact language learning can help teachers and learners to come up with new designs for
language proficiency. As a consequence, it is necessary to study the impact of motivation and fear on learning
a foreign language.
Statement of Problem
In the Malaysian context, learners of Arabic as a foreign language consistently face challenges in attaining
language proficiency. A key contributing factor is the limited availability of quality Arabic language learning
resources, which often leads to increased levels of language anxiety. This emotional barrier has been shown to
negatively affect learners’ confidence, engagement, and overall language acquisition outcomes.
Language anxiety is widely recognized as a significant affective factor influencing foreign language learning
(Bas & Ozcan, 2018; Dörnyei, 2014; Eddie & Aziz, 2020; Goh & Aziz, 2020; Gardner & MacIntyre, 1992). It
can hinder learners’ ability to process and retain new linguistic information, thereby impeding progress. While
motivation is also acknowledged as a critical element in language learning success, the specific relationship
between motivation and language anxiety remains insufficiently explored—particularly among Arabic
language learners in Malaysia.
Students learning Arabic as a third language often face greater cognitive and emotional demands compared to
those learning it as a second language. This is due to added linguistic complexity and interference from their
first and second languages. In the Malaysian context, these students already struggle with limited access to
high-quality Arabic learning resources, which exacerbates the difficulty. Furthermore, language anxiety has
been proven to negatively affect students' confidence, willingness to communicate, and ability to process and
retain new vocabulary and grammar. In Arabic, where unfamiliar script, sounds, and grammar structures are
common, anxiety can become a major obstacle to progress.
By understanding how motivation and anxiety interact, educators can develop more targeted, emotionally
supportive teaching methods. This is especially critical in Arabic language instruction, where learners often
feel overwhelmed and discouraged early in the learning process.
This study investigates how motivation influences language anxiety in the context of learning Arabic as a
foreign language. By examining the interplay between these two factors, the research aims to contribute to a
deeper understanding of how emotional and motivational dynamics affect language learning outcomes. The
findings are expected to inform more effective pedagogical strategies that support learners in overcoming both
cognitive and affective barriers to language acquisition.
This research is important because it provides insights into how motivation can help reduce language anxiety,
ultimately helping students learn Arabic more effectively. It supports the development of emotionally aware
and student-centered teaching approaches, which are especially needed for learners tackling Arabic as a third
language in challenging environments like Malaysia.
Objective of the Study and Research Questions
This study is done to explore motivation and factors for fear of learning a foreign language. Specifically, this
study is done to answer the following questions:
How do learners perceive their motivation for learning a foreign language?
How do learners perceive their communication apprehension in the learning of a foreign language?
Page 275
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
How do learners perceive their fear of negative evaluation in the learning of a foreign language?
How do learners perceive their test anxiety in the learning of a foreign language?
Is there a relationship between motivation and factors for fear of learning a foreign language?
LITERATURE REVIEW
Theoretical Framework of the Study
Theory of Motivation by Gardner (2001)
Gardner’s Theory of Motivation (2001), articulated through the Socio-Educational Model of Second Language
Acquisition, provides a comprehensive framework for understanding the role of motivation in second or
foreign language learning. Garner argues that language learning success is not solely determined by cognitive
ability or exposure but is deeply shaped by learners' attitudes, desires and sustained effort. Motivation in this
model is viewed as a multifaceted construct that integrates social, cultural and psychological elements.
Motivation, therefore, is not merely the wish to learn but an enduring commitment shaped by social and
cultural factors surrounding the learning process.
One of the central concepts in Gardner’s theory is integrative motivation, which refers to a learner’s genuine
interest in interacting with and integrating into the culture of the target language community. This type of
motivation involves openness to cultural differences, positive attitudes toward the speakers of the language and
a willingness to adopt aspects of their cultural norms. Learners with strong integrative motivation are often
driven by personal growth, intercultural understanding and the desire to form meaningful relationships with
members of the target language community. In contrast, instrumental motivation is driven by practical goals
such as career advancement, academic requirements, or economic benefits. Gardner argues that while both
types of motivation can promote language learning, integrative motivation tends to be more sustainable and
effective in the long term.
Beyond these motivational orientations, Gardner also emphasizes the importance of learners’ attitudes toward
the learning situation, including their perceptions of teachers, classroom environment and learning materials.
Positive experiences in these areas can strengthen motivation, while negative experiences can weaken it.
Additionally, motivational intensity or the amount of effort a learner consistently invests in learning, serves as
a behavioral indicator of motivation. Psychological factors such as self-confidence and language anxiety
further influence how motivation is translated into actual performance. In sum, Gardner’s Theory of
Motivation highlights that successful second or foreign language learning is a dynamic interplay of social,
cultural, psychological, and situational factors, with motivation serving as the driving force that sustains effort
over time.
Motivation to Learn a Foreign Language
Over the past fifty years, research on motivation in foreign language learning has progressed from simple
categories to more detailed models that include identity, thinking processes and social influences. Motivation is
widely recognised as a key factor in language learning because it affects effort, persistence and participation.
In foreign language contexts, where opportunities for real communication may be limited, motivation often
determines whether learners continue practicing and maintain interest. Early studies distinguished between
instrumental motivation, which focuses on achieving specific goals such as career advancement and integrative
motivation, which emphasizes connecting with others. Later research expanded this to include psychological,
cultural and situational factors. In learning Arabic as a foreign language, these elements are equally relevant, as
learners may be motivated by professional needs, cultural interest, religious purposes or the wish to
communicate with Arabic-speaking communities. Understanding these motivations can guide teachers in
creating effective and stimulating learning experiences.
Page 276
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Research over the years shows that motivation is a key factor in learning a foreign language and scholars have
explained it in various ways. Gardner and Lambert (1972) introduced one of the earliest and most influential
models, identifying two main types of motivation. Integrative motivation is the desire to learn a language to
connect with its people and culture, while instrumental motivation focuses on practical goals such as career
advancement, academic success or economic benefits. Although later studies have added psychological,
situational and contextual elements, this distinction remains relevant for learners of Arabic. Many Arabic
language learners are motivated by a mix of cultural curiosity, religious interest, educational aims and
professional aspirations, reflecting the continued value of Gardner and Lambert’s framework in understanding
language learning motivation.
Dörnyei (1994) expanded on Gardner and Lambert’s work by proposing three main dimensions of motivation.
Integrative orientation reflects interest in the target language and its culture, instrumental orientation relates to
the practical benefits of language learning and intrinsic motivation refers to learning for personal enjoyment
and satisfaction. This broader view recognizes that learners may be influenced by more than external rewards
or cultural connections. In the context of learning Arabic, these dimensions can overlap; for example, a learner
may be motivated by the pleasure of mastering the language, the cultural and religious knowledge it offers and
the career opportunities it can provide.
Oxford and Shearin (1994) highlighted that motivation in language learning is shaped by a combination of
internal factors such as self-confidence, goal-setting and effective learning strategies and external influences
including the learning environment, teacher support and available resources. They viewed motivation as a
dynamic process rather than a fixed trait, requiring a balance between personal beliefs, interests and attitudes
and the conditions provided by the learning context. Building on this perspective, Noels, Pelletier and
Vallerand (2000), using Self-Determination Theory, distinguished between intrinsic motivation, which involves
learning for personal interest, enjoyment or challenge and extrinsic motivation, which stems from external
rewards or pressures. They argued that lasting motivation often relies on strengthening intrinsic elements.
Ushioda (2011) offered a more individualized view, showing that motivation changes over time in response to
learners’ evolving goals, experiences and social environments. In the context of Arabic language learning,
these perspectives suggest that a learner’s motivation may begin with cultural curiosity, religious interest or
professional needs but can develop as they build confidence, set new goals and engage with authentic
communication, leading to a richer and more adaptable motivational profile.
In summary, studies agree that motivation in foreign language learning has many sides. It includes inner drives
such as curiosity, enjoyment and personal growth, as well as external incentives like career prospects,
academic requirements and opportunities for social connection. These factors influence each other and can
change throughout a learner’s language journey.
Sources of Fear in the Learning of a Foreign Language
Learning a foreign language is a complex process. It involves more than just understanding grammar,
vocabulary, and pronunciation. Although cognitive abilities are crucial, emotional and psychological factors
also have a strong impact on the learning experience. Among these elements, fear is a major emotional barrier
that can slow down learners’ progress and limit their active participation. This fear arises from several
connected causes that lower learners’ confidence, reduce their motivation and make them less willing to take
part in language learning. Several studies have identified important sources of fear in the context of foreign
language learning (Horwitz et al., 1986; Elahemer & Said, 2022).
Communication apprehension is widely acknowledged as a primary cause of anxiety in foreign language
learning (Daud et al., 2022; Horwitz et al., 1986). This form of anxiety involves learners’ fear of interacting in
the target language. It generally is often linked to low self-confidence or fear of making mistakes. As a result,
learners may avoid participating in oral activities and limiting their opportunities for language improvement.
Furthermore, test anxiety is an important source of fear, especially in formal educational settings where exams
and assessments happen often. It refers to the mental stress experienced during language tests and evaluation
situations. Language learners often feel more stressed during these assessments because they worry about
Page 277
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
failing or not performing well. According to Daud et al. (2022), emotionality involves different emotional
responses that activate the autonomic nervous system and cause physical symptoms like nausea and sweaty
palms. This anxiety can disrupt important cognitive processes such as attention and memory recall, which are
crucial for effective language performance in testing situations (MacIntyre & Gardner, 1991).
The fear of negative evaluation is closely connected to both communication apprehension and test anxiety. It
involves learners’ worry about being judged negatively by classmates, teachers, or native speakers (Taib et al.,
2023; Akaraphattanawong et al., 2024). This fear is especially common in classroom settings where learners
are expected to speak or perform in front of others. Anxiety increases due to concerns about making mistakes
publicly, which may lower learners’ confidence in their language abilities (Akaraphattanawong et al., 2024).
Horwitz et al. (1986) observe that learners who are highly sensitive to how others view their language skills
might participate less in class to avoid embarrassment, which can hinder their progress in language learning.
Low self-confidence is another important source of fear in language learning. Learners who see themselves as
unable to master the target language are more likely to feel anxious and lose interest. They also fear the
possible negative outcomes of failure (Sharifudin et al., 2023). According to Dewaele (2007), how learners
view themselves plays a crucial role in how they cope with the challenges of learning a language.
Cultural differences can be an important factor in language learning anxiety. Since language is closely
connected to culture, learners who are not familiar with the cultural rules, values, or ways of communication in
the target language may feel unsure and more anxious about how to interact properly. The fear of making
cultural mistakes, such as offending someone or being misunderstood, can prevent learners from fully taking
part in language learning. Kramsch (1993) explains that language and culture are closely connected and
understanding the culture is as important as knowing the language for effective communication.
Negative past experiences in language learning, such as being embarrassed in public, receiving criticism, or
failing, can lead to ongoing fear. Learners who have faced these situations may begin to connect language
learning with feelings of discomfort or shame, which can cause long-term anxiety in future learning
environments. Such experiences have a strong impact on how learners think and feel about learning a language
and may create lasting psychological barriers. According to MacIntyre and Gardner (1991), past experiences
greatly affect emotional factors, which can either support or block future language learning.
Finally, learners may feel anxious or discouraged when they see the target language is too complex. This can
result from unfamiliar writing systems, complicated grammar or difficult pronunciation. When learners view
the language as overly hard to learn, their motivation may drop and they become less willing to continue
studying. This perception is often stronger in adult learners who may believe they are less mentally flexible
than younger learners.
Overall, fear of learning a foreign language is a complicated feeling that is affected by mental, social, and
cultural factors. Common causes include fear of speaking, worry about exams, fear of being judged, low
confidence and not knowing the culture well. These problems can make it harder for learners to take part and
succeed. Teachers need to find ways to help students feel more confident and less anxious. It is also important
to keep studying these feelings to better understand them and to create helpful methods that improve language
learning results.
Past Studies
Past Studies on Motives for Learning a Foreign Language
Motivation plays a pivotal role in the success of foreign language learning, influencing learners’ engagement,
confidence, and overall achievement. Several studies have investigated the motivational factors affecting
learners in various contexts, shedding light on the complex interplay between intrinsic and extrinsic
motivations and their impact on language acquisition.
Page 278
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Rethinasamy et al. (2021) examined the motivations and beliefs of Malaysian undergraduate learners studying
Japanese as a foreign language. Their findings revealed that integrative motivation, where learners are driven
by a desire to connect with the target language community and culture, tends to be stronger than instrumental
motivation, which is more utilitarian in nature. However, despite high motivation, learners demonstrated
greater confidence in receptive language skills such as reading and writing, while expressing significant
apprehension regarding productive skills, particularly speaking (Rethinasamy et al., 2021). This lack of
confidence highlights the role of self-efficacy beliefs in shaping learners' language performance.
Similarly, Zubairi and Sarudin (2009) found that Malaysian foreign language learners are motivated by a
combination of intrinsic factors, such as personal interest and enjoyment, and extrinsic factors, including
academic requirements and future career opportunities. Their study supports the notion that motivation among
Malaysian learners is multifaceted and crucial for sustained engagement in language learning.
In a related context, Purmama et al. (2019) investigated motivation among Indonesian eighth-grade learners
studying English as a foreign language. Their qualitative study revealed that learners exhibited high motivation
and interest in learning English, emphasizing the importance of creative and innovative teaching methods to
maintain and enhance this motivation. The study suggests that pedagogical approaches and teaching materials
significantly influence learner motivation and, consequently, language learning outcomes (Purmama et al.,
2019).
Furthermore, Li et al. (2020) conducted a large-scale mixed-method study with Chinese university learners of
English, identifying learner attitude as the strongest predictor of language achievement. Their research
demonstrated a positive correlation between motivation, attitude, and foreign language performance,
highlighting the affective dimensions of language learning that educators must address to foster successful
outcomes (Li et al., 2020).
Taken together, these studies underscore motivation as a fundamental factor in foreign language acquisition.
Motivation not only fosters learner engagement and enjoyment but also enhances self-confidence and belief in
one’s language abilities, particularly in areas where learners may feel less competent. Moreover, teaching
strategies, learning materials, and learner goals play an instrumental role in nurturing motivation, which in turn
supports language proficiency development. Understanding these motivational dynamics is essential for
educators aiming to create effective and supportive foreign language learning environments.
Past Studies on Sources of Fear of Learning a Foreign Language
Many studies have been conducted to explore the causes or sources of fear of learning foreign languages
learning. A study by Sadighi and Dastpak (2017) investigated sources of speaking anxiety among EFL learners
in Iran. A total of 154 learners completed an FLCAS-based questionnaire. The study revealed that speaking
anxiety stemmed mainly from communication apprehension, test anxiety and fear of negative evaluation. The
implication of the study is that teachers should be aware of these factors to reduce learners’ anxiety in oral
communication situations.
A study carried out by Daud et al. (2022) examined the issues of fear of communication and fear of negative
feedback in foreign language learning. This research is about exploring the causes of fear among learners in
English-speaking classes. The respondents were undergraduate learners from UiTM Segamat, Malaysia and
Hunan University, China. A total of 340 learners participated in the study. The instrument used was an adapted
version of the Foreign Language Classroom Anxiety (FLCAS) questionnaire. The findings show that learners
experienced a moderate level of anxiety, mainly due to communication apprehension, fear of negative
evaluation and test-related stress, which affected their speaking performance. The implication of this study is
that reducing language learning anxiety can improve learners’ confidence and participation in speaking classes
and future research should consider the role of learners’ native language in their performance.
Next, the study by Ismail et al. (2023) was done to investigate the level of oral language anxiety and its
relationship with learning outcomes in the Arabic language among Malaysian secondary school learners. This
quantitative study involved 500 Form 4 learners from 20 religious secondary schools in Malaysia. The tool
Page 279
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
used was a Likert-scale questionnaire adapted from FLCAS, measuring listening and speaking anxiety. The
findings revealed moderately high levels of speaking and listening anxiety (Min=3.48, SD=0.64 for listening;
Min=3.29, SD=0.57 for speaking). The results also found that speaking and listening anxiety have a significant
relationship with learners' learning outcomes in school (listening anxiety: r = –0.121, p < .05; speaking
anxiety: r = –0.154, p < .05). This study suggests that teachers to emphasize various and effective strategies
and methods of teaching Arabic in order to help reduce learners’ anxiety in applying Arabic.
In the study by Sabti et al. (2024), the focus was on investigating sources of writing anxiety and their effects
among Iraqi EFL learners. The research involved 100 Iraqi undergraduate EFL learners, 50 males and 50
females, at Al-Nisour University College. This study employed SLWAI (Second Language Writing Anxiety
Inventory) and CWAI (Causes of Writing Anxiety Inventory) to assess anxiety components and causes. Results
showed that linguistic difficulties were the most cited cause of anxiety, followed by fear of writing tests,
pressure for perfect work, topic choice issues, and time pressure. Additionally, avoidance behavior anxiety was
the highest among components, and female learners experienced higher anxiety than males. The study implies
that addressing linguistic challenges, reducing evaluative pressure, and recognizing gender differences are vital
for supporting writing development in EFL contexts.
Overall, previous studies consistently indicate that fear of learning a foreign language whether in speaking,
listening or writing, often arises from communication apprehension, fear of negative evaluation, test anxiety
and linguistic challenges. These studies also highlight that such anxiety can negatively impact learners’
performance, confidence and learning outcomes. While most research emphasizes the role of teachers in
applying strategies to reduce anxiety, they also point to contextual factors such as cultural background, native
language influence and gender differences as important considerations. In relation to the present study, these
findings suggest that understanding the specific sources of learners’ fear is essential for designing targeted
interventions that not only lower anxiety but also foster a more supportive and engaging foreign language
learning environment.
Conceptual Framework of the Study
The figure shows the conceptual framework of the study. This study explores the relationship between
motivation and factors of fear for learning a foreign language. According to Gardner (2001), motivation for
learning is a complex, inner and favorable attitude of learners. When learners are motivated, they make efforts
to succeed. However, when it comes to learning a foreign language, some factors may cause learners to fear
learning. This fear may hinder future learning and future success in the learning. Horwitz et al. (1986) listed
three main reasons why learners fear learning a foreign language. The first is communication apprehension. At
the initial stage of learning, learners may develop anxiety or apprehension towards communication in the target
language. Next, learners may fear the negative evaluation they may get from their instructors and even peers.
Finally, when preparing for a test, learners may have anxiety, fearing whether they can succeed in the test.
This study therefore looks at if there is a relationship between motivation and communication apprehension. It
also investigates the relationship between motivation and fear of negative evaluation as well as between
motivation and test anxiety.
Figure 1- Conceptual Framework of the Study
Page 280
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Is there a relationship between Motivation and all Factors in the fear of Learning a foreign language?
METHODOLOGY
This quantitative study is done to explore motivation and fear of learning a foreign language. A convenient
sample of 351 participants responded to the survey. The instrument used is a 5 Likert-scale survey. Table 1
below shows the categories used for the Likert scale; 1 is for Never, 2 is for Rarely, 3 is for Sometimes, 4 is for
Very Often and 5 is for Always.
Table 1- Likert Scale Use
1
Never
2
Rarely
3
Sometimes
4
Very Often
5
Always
Table 2 below shows the distribution of items in the survey. The instrument is adapted from Gardner’s (2001)
motivation constructs and replicated from the instrument of Horwitz et al. (1986) to reveal the variables in the
table below. Section B has 8 items on motivation to Learn and section C has 24 items on fear of learning a
foreign language.
Table 2- Distribution of Items in the Survey
SECTION
VARIABLE
NO OF ITEMS
TOT ITEMS
B
MOTIVATION TO LEARN
8
.888
C
FEAR OF LEARNING A
FOREIGN LANGUAG-E
10
24
.831
6
8
32
.854
Table 2 also shows the reliability of the survey. The analysis shows a Cronbach alpha of .888 for Motivation to
learn and .831 for Fear of learning a foreign language. The overall Cronbach Alpha for all 32 items is; thus,
revealing a good reliability of the instrument used (Jackson, 2015). Further analysis using SPSS is done to
present findings to answer the research questions for this study.
RESULTS AND DISCUSSION
Demographic Analysis
Table 3 -Percentage for Demographic profile
Question
Demographic Profile
Categories
Percentage (%)
1
Gender
Male
35%
Female
35%
2
Class code
TAC 401
25%
TAC 451
22%
Page 281
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
TAC 501
53%
3
Like Arabic
Yes
92%
No
8%
Table 3 presents the demographic profile of the learners involved in the study. In terms of gender distribution,
both male and female learners constitute an equal proportion of 35% each, indicating a balanced participation
between the two groups. Regarding class code, the highest representation is from TAC501, which corresponds
to Introductory Arabic Level 3, comprising 53% of the total learners. This is followed by 25% from TAC 401
(Introductory Arabic Level 1) and 22% from TAC 451 (Introductory Arabic Level 2). This distribution
indicates a larger participation from learners at the more advanced stage of the introductory Arabic language
program. In relation to the learners’ interest in the Arabic language, a substantial majority of 92% indicated a
positive inclination, while only 8% reported otherwise. This suggests a generally favourable attitude towards
Arabic among the learners, regardless of their class level.
Descriptive Statistics
Findings for Motivation
This section presents data to answer research question 1- How do learners perceive their motivation for
learning a foreign language?
Figure 2- Mean for Motivation
Figure 2 above displays the mean value of motivation. The highest mean score is 4.4 (SD = 0.7) for the item
making efforts to develop Arabic speaking proficiency to meet the requirements of the university examination.
Next, the results indicate a tie for the second highest mean scores (M = 4, SD = 0.8). The first item expresses
the desire to develop spoken Arabic skills to enhance the effectiveness of studying the language, while the
second item reflects the intention to acquire Arabic proficiency to facilitate communication when visiting other
countries. In contrast, the item reflecting a desire to speak Arabic to make friends with other Arabic speakers
received the lowest mean score of 3.4 (SD = 0.8), indicating that social motivation was the least influential
factor in learners’ language learning intentions.
Page 282
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Findings for Communication Apprehension
This section presents data to answer research question 2- How do learners perceive their communication
apprehension in the learning of a foreign language?
Figure 3- Mean for Communication Apprehension
Refer to the data in Figure 3; the three highest mean scores for communication apprehension are:“I feel
confident when I speak in my Arabic language class” (M=9, SD=1), “It frightens me when I do not understand
what the teacher is saying in Arabic language” (M=3.8, SD=0.9), “I get nervous when I don’t understand every
word the language teacher says” (M=3.7, SD=0.9). These responses indicate that some learners are confident
to speak in Arabic language class, while some of them are anxious once they can’t understand what their
teacher says. In contrast, the lowest mean score was stated for the item “I would not be nervous speaking the
Arabic language with native speakers” (M=2.7, SD=1).
Findings for Fear of Negative Evaluation
This section presents data to answer research question 3- How do learners perceive their fear of negative
evaluation in the learning of a foreign language?
Figure 4- Mean for Fear of Negative Evaluation
Page 283
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Based on the Figure 4 above, the three item for the construct fear of negative evaluation with the highest scores
are ‘I keep thinking that the other students are better at language than I am’ (M=3.9, SD=1), ‘I always feel that
the other students speak Arabic better than I do,’ (M=3.8, SD=1) and ‘It embarrasses me to volunteer answers
in my language class’ (M=3.3, SD=1). These results indicate that learners’ fear of negative evaluation is
primarily influenced by their tendency to compare themselves with peers and perceive others as more
proficient in the target language. Conversely, the item with the lowest mean score was ‘I am afraid that my
language teacher is ready to correct every mistake I make’ (M=2.8, SD=1).
Findings for Test Anxiety
This section presents data to answer research question 4- How do learners perceive their test anxiety in the
learning of a foreign language?
Test Anxiety
Figure 5- Mean for Test Anxiety
Figure 5 presents the mean for test anxiety. The highest mean is 3.9 for item 2 (SD=1) which states that the
learners would keep thinking that other learners were better than them. Item 5 (mean=3.8, SD= 1.0) states that
the learners always felt that other learners spoke better Arabic. The lowest mean is 3.1 (SD=1.1) and it states
that the learners were not worried about making mistakes in the language class.
Exploratory Statistics
Findings for the relationship between motivation and factors for fear for learning a foreign language.
This section presents data to answer research question 5- Is there a relationship between motivation and factors
for fear of learning a foreign language?
To determine if there is a significant association in the mean scores between motivation and factors for fear of
learning a foreign language, data is analyzed using SPSS for correlations. Results are presented separately in
tables 4, 5 and 6 below.
Page 284
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Table 4 Correlation between Motivation and Communication Apprehension
MOTIVATION
COMMUNICATION
APPREHENSION
MOTIVATION
Pearson (Correlation
1
.421**
Sig (2-tailed)
.000
N
351
351
COMMUNICATION APPREHENSION
Pearson (Correlation
.421**
1
Sig (2-tailed)
.000
N
351
351
**Correlation is significant at the 0.01 level (2-tailed)
Table 4 shows there is an association between motivation and communication apprehension. Correlation
analysis shows that there is a moderate significant association between motivation and communication
apprehension (r=.421**) and (p=.000). According to Jackson (2015), the coefficient is significant at the .05
level and a positive correlation is measured on a 0.1 to 1.0 scale. Weak positive correlation would be in the
range of 0.1 to 0.3, moderate positive correlation from 0.3 to 0.5, and strong positive correlation from 0.5 to
1.0. This means that there is also a moderate positive relationship between motivation and communication
apprehension.
Table 5 Correlation between Motivation and Fear of Negative Evaluation
MOTIVATION
FEAR OF NEGATIVE EVALUATION
MOTIVATION
Pearson (Correlation
1
.045
Sig (2-tailed)
.402
N
351
351
FEAR OF NEGATIVE
EVALUATION
Pearson (Correlation
.045
1
Sig (2-tailed)
.402
N
351
351
**Correlation is significant at the level 0.01(2-tailed)
Table 5 shows there is no association between motivation and fear of negative evaluation. Correlation analysis
shows that there is no significant association between motivation and fear of negative evaluation (r=.045) and
(p=.000). According to Jackson (2015), the coefficient is significant at the .05 level and a positive correlation is
measured on a 0.1 to 1.0 scale. Weak positive correlation would be in the range of 0.1 to 0.3, moderate positive
correlation from 0.3 to 0.5, and strong positive correlation from 0.5 to 1.0.
Table 6 Correlation between Motivation and Test Anxiety
MOTIVATION
FEAR OF NEGATIVE EVALUATION
MOTIVATION
Pearson (Correlation
1
.087
Sig (2-tailed)
.102
N
351
351
FEAR OF NEGATIVE
EVALUATION
Pearson (Correlation
.087
1
Sig (2-tailed)
.102
N
351
351
**Correlation is significant at the level 0.01 (2-tailed).
Page 285
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
Table 6 shows there is no association between motivation and test anxiety. Correlation analysis shows that
there is no significant association between motivation and test anxiety (r=.045) and (p=.000). According to
Jackson (2015), the coefficient is significant at the .05 level and a positive correlation is measured on a 0.1 to
1.0 scale. Weak positive correlation would be in the range of 0.1 to 0.3, moderate positive correlation from 0.3
to 0.5, and strong positive correlation from 0.5 to 1.0.
CONCLUSION
Summary of Findings and Discussions
For research question 1, which examined how learners perceive their motivation for learning a foreign
language, the findings indicate three key motivational factors: academic achievement, enhanced spoken Arabic
skills for learning effectively and facilitated communication in other countries. Among these, academic
achievement recorded the highest mean score, showing that the majority of learners agreed that passing or
succeeding in the examination is a key reason for motivating them to learn Arabic. This suggests that extrinsic
factors play a stronger role in influencing learners’ desire to learn.
This finding aligns with Zubairi and Sarudin (2009), who stated that Malaysian learners were highly motivated
to learn the language for both intrinsic and extrinsic reasons. In contrast, the item reflecting a desire to speak
Arabic to make friends with other Arabic speakers received the lowest mean score, indicating that social
motivation is less prominent. This support what has been discovered by Rethinasamy et al. (2021) in his study,
which is that learners lacked confidence to speak in Japanese. This suggests that low communicative
confidence can reduce learners’ motivation to engage with native speakers. This trend showing the need of
balance in teaching between academic achievement and communication.
Addressing research question 2, which examined how learners perceive their communication apprehension as a
component of fear of learning. The findings show that items like confidence in speaking, fear of
misunderstanding teachers and fear of incomplete understanding had the highest mean, indicating that although
learners feel confident in speaking, they still experience listening anxiety, which is feeling anxious when
unable to fully comprehend the teacher’s message. This pattern partially aligns with the study of Daud et al.
(2022), who reported a significant association between speaking, listening anxiety and academic achievement.
This implies that even with high oral confidence, listening anxiety may limit the effectiveness of language
learning. However, the lowest mean reveals that learners feel nervous when speaking with native speakers,
meaning that learners feel confident in speaking Arabic in the classroom yet tend to feel nervous when
engaging with native speakers.
Regarding research question 3, which explored how learners perceive their fear of negative evaluation as a
second component of fear of learning. The finding records that items like thinking the other learners are better
and feeling another learner is more proficient in speaking scored the highest, whereas the items like being
afraid of the teacher's evaluation scored the lowest. This situation suggests that learners feel more afraid with
the peer comparison rather than receiving the feedback from the teacher. This results in a line with Horwitz et
al.'s (1986) finding, which is that learners who are highly sensitive to how others view their language skills
might participate less in class to avoid embarrassment, which can hinder their progress in language learning.
For research question 4, which explored how learners perceive their test anxiety, the results show that test
anxiety in this study is mostly influenced by peer comparison, as shown by the highest mean scores for the
item "thinking other learners are more proficient." On the other hand, items like learners who were not worried
about making mistakes in the language class scored lowest, suggesting that learners in this study continued to
show anxiety about making mistakes in class. This finding is consistent with Horwitz et al.'s (1986) finding,
which is that learners' anxiety often comes from concern about peer judgement and they might participate less
in class to avoid embarrassment, which can hinder their progress in language learning.
For research question 5, which is to answer the question, “Is there a relationship between motivation and
factors for fear of learning a foreign language?” The results show that there is a moderate association between
motivation and communication apprehension, explaining that high-motivation learners tend to have more
Page 286
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
confidence in communication, yet this relationship is not strong enough to view motivation as the only factor
contributing to learners' confidence. However, in relation to fear of negative evaluation and test anxiety, results
show that there is no association between motivation and each of the components, indicating that this fear may
come from other factors, not just motivation alone.
Implications and Suggestions for Future Research
Theoretical and Conceptual Implications
This study adds knowledge about the link between motivation and fear in learning a foreign language,
especially Arabic in Malaysia. The findings show that motivation has a moderate connection with
communication apprehension. This means motivated learners may still try to speak even when they feel
nervous. However, there is no link between motivation and fear of negative evaluation or test anxiety. This
suggests that these fears may come from other factors, not just low motivation. It also means that improving
motivation alone may not be enough to reduce certain types of fear.
Pedagogical Implications
The findings of this study highlight several pedagogical considerations for Arabic language instruction in
Malaysia:
a. Teaching Practice
Teachers should integrate classroom activities that both sustain learners’ motivation and address specific forms
of fear. Since communication apprehension was found to be a major challenge, small-group speaking activities
and pair work should be prioritised before moving learners to whole-class presentations. Additionally, fostering
a classroom culture that normalises mistakes as part of the learning process can reduce anxiety and encourage
active participation.
b. Assessment and Feedback
Given that academic achievement emerged as the strongest motivator, assessment tasks should be designed
with transparent learning outcomes and achievable goals. To reduce test anxiety, teachers may incorporate low-
stakes practice tests, training in exam strategies and consistent positive feedback from both instructors and
peers. These approaches can build learners’ confidence and make assessments less intimidating.
c. Curriculum Design
Curriculum should balance academic demands with opportunities for communicative practice. Integrating
formative assessments and reflective tasks can ensure that motivation is nurtured continuously, not only for
exam success. Moreover, cultural and religious relevance of Arabic in Malaysia can be incorporated into the
curriculum to enhance learners’ sense of connection and purpose, thereby supporting intrinsic motivation.
Suggestions for Future Research
This study is not without limitations. First, its reliance on self-reported questionnaires may have introduced
social desirability bias, as learners could downplay their levels of anxiety, limiting the accuracy of affective
data. Second, the cross-sectional design provides only a snapshot of learners’ experiences, making it difficult to
capture how motivation and fear evolve over time.
Future research should address these limitations through mixed-method approaches, such as combining
surveys with interviews, classroom observations, or learner journals, to capture richer and more nuanced
insights. Longitudinal designs are particularly valuable for tracing how learners’ motivation and anxiety
interact throughout their language learning journey. In addition, expanding the scope of research across
multiple institutions and incorporating learners of other foreign languages would enhance its broader
applicability and allow for cross-linguistic comparisons. Finally, future studies may also explore how cultural
Page 287
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
and religious perceptions of Arabic influence learners’ motivation and fears, thereby offering a more
comprehensive perspective on foreign language learning in the Malaysian context.
ACKNOWLEDGEMENTS
I would like to express my gratitude to all my colleagues for their commitment and support throughout this
work.
REFERENCES
1. Akaraphattanawong, A., Hongsiriwat, A., & Methakunavudhi, P. (2024). Fear, apprehension, and
evaluation: Exploring the sources of English language anxiety in Thai graduate students. European Journal
of Education Studies, 11(10).
2. Bas, G., & Ozcan, M. (2018). Foreign language learning anxiety: A comparison between high school and
university students. Journal of Human Sciences, 15(3), 1584-1596.
3. Clement, Dornyei, & Noels. (1994: 82-84). Students Habit of Listening to English Song.
4. Daud, D., Hwa, C. P., Ahmad, H., How, H. E., Jincheng, Z., & Saidalvi, A. (2022). Exploring the causes of
fear of Foreign Language Learning. International Journal of Academic Research in Business and Social
Sciences, 12(10), 3210-3223.
5. Dewaele, J. M. (2007). The effect of multilingualism, sociobiographical, and situational factors on
communicative anxiety and foreign language anxiety of mature language learners. International journal of
bilingualism, 11(4), 391-409.
6. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language
Journal, 78(3), 273–284.
7. Dornyei, Z. (2014). The psychology of the language learner: Individual differences in second language
acquisition. Routledge.
8. Eddie, A. A., & Aziz, A. A. (2020). Developing Primary Students’ Spoken Interaction Skill through
Communicative Language Teaching. International Journal of Academic Research in Business and Social
Sciences, 10(2), 303-315.
9. Elahemer, H. H. M., & Said, S. B. H. M. (2022). A Systematic Review of Interventions Used to Reduce
University Students’ Speaking Anxiety. International Journal of Education and Practice, 10(2), 128–149.
https://doi.org/10.18488/61.v10i2.2994
10. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley,
MA: Newbury House.
11. Gardner, R. C., & MacIntyre, P. D. (1992). A student's contributions to second language learning. Part I:
Cognitive variables. Language teaching, 25(4), 211-220.
12. Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt
(Eds.), Motivation and Second Language Acquisition (pp. 1–19). University of Hawai‘i Press.
13. Goh, Y. T., & Aziz, A. A. (2020). Using Pulse 2 to Teach and Assess Malaysian Pupils Speaking Skill.
International Journal of Publication and Social Studies, 5(1), 55-68.
14. Horwitz, E. K., Horwitz, M. B., & Cope J. A. (1986). Foreign language classroom anxiety. Modern
Language Journal, 70, 125-132. http://dx.doi.org/10.1111/j.1540-4781.1986.tb05256.x
15. Ismail, Z., Rasit, N., & Supriyatno, T. (2023). Relationship between oral language anxiety and students’
Arabic language learning outcomes in Malaysian secondary schools. International Journal of Language
Education, 1(1), 143.
16. Jackson, S.L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston,
USA:: Cengage Learning.
17. Kramsch, C. (1993). Context and culture in language teaching. Oxford university press.
18. Li, C., Jiang, G., & Dewaele, J. M. (2020). Understanding Chinese high school students’ foreign language
enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment Scale. System, 89,
102207.
19. MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to
processing in native and second languages. Language learning, 41(4), 513-534.
Page 288
www.rsisinternational.org
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXII October 2025
20. Noels, K. A., Pelletier, L. G., & Vallerand, R. J. (2000). Why are you learning a second language?
Motivational orientations and self‐determination theory. Language Learning, 50(1), 57–85.
21. Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The
Modern Language Journal, 78(1), 12–28.
22. Purmama, N., Rahayu, N., & Yugafiati, R. (2019). Students’ motivation in learning English. PROJECT
(Professional Journal of English Education), 2, 539-544. http://dx.doi.org/10.22460/project.v2i4.p539-544
23. Rahmat,H. 2019. "Cycle of Fear in Learning: The Case for Three Language Skills," American Journal of
Social Sciences and Humanities, Online Science Publishing, vol. 4(1), pages 151-162.
https://onlinesciencepublishing.com/index.php/ajssh/article/view/129
24. Rethinasamy, S., Paee, R., & Ramanair, J. (2021). Malaysian Undergraduates' Beliefs and Motivation for
Learning Japanese as a Foreign Language. Qualitative Inquiry. 12. 1519-1529.
25. Sabti, A. A., Hassan, A. Y., Turki, H. Y., & Hummadi, A. S. (2024). A study of the causes and the effect of
writing anxiety components on Iraqi EFL students’ attitudes. International Journal of Educational
Management and Development Studies. Advance online publication, 1-11.
26. Sadighi, F., & Dastpak, M. (2017). The sources of foreign language speaking anxiety of Iranian English
language learners. International Journal of Education and Literacy Studies, 5(4), 111–117.
27. Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research
Journal 8, 62-71
28. Sharifudin, M. A. S., Hamzah, F., Phong, S. Y., Sopian, A., & Rahmat, N. H. (2023). Is There a Relationship
between Motivation and Fear of Learning a Foreign Language? International Journal of Academic Research
in Business and Social Sciences, 13(5), 2207-2224.
29. Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’
motivation for their academic achievement–replicating and extending previous findings. Frontiers in
psychology, 10, 1730.
30. Taib, N. A. M., Isa, H. M., Zakaria, N. N., Rahmat, N. H., Idris, N., & Ismail, S. (2023). Fear of Learning
Foreign Languages: A Study Across Disciplines. International Journal of Academic Research in Business
and Social Sciences, 13(3), 1540-1555.
31. Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives.
Computer Assisted Language Learning, 24(3), 199–2
32. Zubairi, A., & Sarudin, I. H. (2009). Motivation To Learn A Foreign Language In Malaysia. GEMA Online
Journal of Language Studies. 9. 73-87.