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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Exploring Motivation and Fear of Learning a Foreign Language
Using the Herzberg Theory
*1Nik Nur Hidayah Binti Bahari, 2Husna Binti Abdul Ahad, 3Asma Ammar, 4Farhana Binti Ghazuddin,
5Fikhriah Binti Khamarudin, 6Noor Hanim Rahmat
1Akademi Pengajian Bahasa Universiti Teknologi Mara Shah Alam, Malaysia
2Akademi Pengajian Bahasa Universiti Teknologi Mara Shah Alam, Malaysia
3Akademi Pengajian Bahasa Universiti Teknologi Mara Shah Alam, Malaysia
4Akademi Pengajian Bahasa UiTM Cawangan Sarawak, Malaysia
5AAkademi Pengajian Bahasa UiTM Shah Alam, Malaysia
6Akademi Pengajian Bahasa Universiti Teknologi Mara Shah Alam, Malaysia
DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0029
Received: 23 September 2025; Accepted: 30 September 2025; Published: 29 October 2025
ABSTRACT
The main purpose of this study is to explore the satisfaction and dissatisfaction factors for learning a foreign
language among learners at a public university in Malaysia. It also seeks to understand how learners perceive
their satisfaction and dissatisfaction and find the relationship between satisfaction and dissatisfaction for
learning a foreign language. The data were collected through a quantitative survey and was distributed to 351
male and female students of the foreign language learners. The instrument of the survey and questionnaires are
divided into 5 main sections. Section A for the demographic item has 3 items. Section B consists of integrative
and instrumental which has 4 items on motivation to learn. Section C has 10 items on communication
apprehension. Section D has 5 items on fear of negative evaluation. Section E has 8 items on test anxiety. The
findings showed that there is a relationship between satisfaction and dissatisfaction for learning a foreign
language. Correlation analysis shows that there is a weak significant association between satisfaction and
dissatisfaction (r=.257**) and (p=.000).
Keywords: Learning foreign language, Communication Apprehension, Negative Evaluation, Test Anxiety
INTRODUCTION
Background of Study
Learning a foreign language does not merely involve mental processing but also emotional challenges
experienced by learners. Before going into the main discussion, it is important for readers to understand that
this study explores the dual emotional experiences of learners, particularly motivation and fear, during the
process of learning a foreign language. This study uses Herzberg’s theory (1959) to interpret how students feel
motivated or fearful when learning a language. Although the theory was originally developed in workplace
psychology, recent studies have shown its relevance in analysing learner satisfaction and dissatisfaction in
educational research (Rathi et al., 2025; Zubbir et al., 2024; Ibrahim et al., 2023 and Vu & Yen, 2025).
Motivation has been widely studied in the context of foreign language learning and defined as a key factor in
influencing learners’ persistence (McCoach & Flake, 2018), academic achievement (Gardner & Lambert,
1972, cited in Xu, 2008; Meşe & Sevilen, 2021; Yue et al., 2022; Guo & Bai, 2022) and active engagement.
According
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to McCoach and Flakes (2018), motivation is the psychological force that drives students to realize their
greatest potential. Theoretically, motivation is defined by Reeve (2015) as an internal mechanism that is
regulated by personal needs and desires. Gardner (1985) further defined motivation as a combination of
sustained effort, a desire to achieve specific learning goals, and a positive attitude toward the language learning
process. In this context, motivation consisted of both intrinsic elements, “motivators,” which are reflected in
learners’ desire for personal growth, enjoyment in communication, and cultural curiosity, and extrinsic
“hygiene” factors, such as grades, job prospects, and social integration (Ryan & Deci, 2000).
On the other hand, fear of learning is frequently explained using the Foreign Language Anxiety (FLA), which
is widely correlated to learners’ self-perception, beliefs, emotions, and behaviours that develop in the process
of learning a new language (Horwitz, 1986). They may experience various emotions during the language
learning process, such as nervousness when speaking in front of others, worry about being judged by teachers
or peers, and feeling stress during exams. These situations not only influence learners’ performance but can
also affect their fluency and confidence (Fakieh-Alrabai, 2014). Herzberg (1959) described these experiences
as “dissatisfiers” or hygiene factors, considered external conditions in the learning setting such as teacher
behaviour, classroom atmosphere, and peer pressure. According to Qurashi et al. (2021), these dissatisfiers will
make learners trigger satisfaction feelings, although they do not contribute directly to satisfaction, but if these
elements are absent in the classroom, it can trigger dissatisfaction. Based on Maslow’s (1943) hierarchy,
learners’ belonging and safety must be fulfilled first before they can start the learning process, but if these
elements are distracted by the presence of fearful feelings such as shame or disengagement in the classroom
(Prescott & Simpson, 2004), learners will prioritize avoiding fear over concentrating on their learning process.
Despite the fact that both motivation and fear often coexist in classroom settings, existing research has
produced inconsistent findings on examining these two factors within one theoretical framework, even though
each has been widely examined in language learning research. Herzberg’s theory offers a useful perspective to
analyse the relationship between motivation and fear within a single setting, distinguishing motivation as a
factor contributing to satisfaction and hygiene factor as the one contributing to dissatisfaction. In language
learning research, this theory helps explain how both motivation and fear influence and shape learners'
experiences. Thus, it helps in describing the relationship between these constructs and providing a more
comprehensive understanding, rather than treating motivation and fear as separate elements. A previous study
has suggested that the relationship between these two factors may vary depending on the learning context.
Hence, this study focused on students learning Arabic as a third language, with data drawn specifically from
this group.
Statement of Problem
Recent studies highlighting the use of Herzberg's theory have been increasingly applied, which is to explore
the relationship between motivation (satisfier) and fear (dissatisfier) in foreign language learning (Rathi et al.,
2025; Zubbir et al., 2024 and Ibrahim et al., 2023). However, the findings have shown inconsistency in how
these two elements are related. Research from Ibrahim et al. (2023) has shown only a weak positive correlation
between these elements, motivation and fear, which points to them operating as two separate elements.
Meanwhile, Rathi et al. (2025) reported in his study that there is a strong positive correlation, indicating that
learners can experience a high satisfaction level and a high dissatisfaction level at the same time.
These inconsistent relationships between motivation (satisfiers) and fear (dissatisfiers) explain that this
relationship is not fixed but may be different, resulting in different specific learning contexts. Rathi et al.
(2025) explicitly recommended investigating the role of context in shaping the relationship between satisfier
and dissatisfier. This suggestion aligns with this current study, especially this study to examine learners of
Arabic in a foreign language as a context of study.
Thus, this study explores how learners of Arabic as a foreign language in a multilingual environment
experience and relate their satisfaction and dissatisfaction in the process of learning Arabic. Understanding this
relationship in this specific context will help the teachers and the researchers in providing the practical
guidance for creating teaching strategies that sustain motivation and reduce dissatisfaction.
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Objective of the Study and Research Questions
This study is done to explore satisfaction and dissatisfaction factors for learning a foreign language.
Specifically, this study is done to answer the following questions;
How do learners perceive their satisfaction for learning a foreign language?
How do learners perceive their dissatisfaction for learning a foreign language?
Is there a relationship between satisfaction and dissatisfaction for learning a foreign language?
LITERATURE REVIEW
Theoretical Framework of the Study
Motivation-Hygiene Theory, proposed by Frederick Herzberg in 1959, identifies two key factors influencing
workplace motivation: motivators and hygiene factors. Motivators or intrinsic factors, such as achievement,
recognition and personal growth, directly contribute to job satisfaction and enhance individual performance. In
contrast, hygiene factors or extrinsic factors like salary and company policies, do not inherently motivate but
their absence leads to dissatisfaction. This theory extends beyond the workplace, impacting education and
learning. In educational settings, factors like achievement and positive recognition can enhance learner
motivation. Engaging and relevant content as well as project-based learning empower students and promote
intrinsic motivation. Additionally, fear associated with foreign language learning, viewed as a hygiene factor,
serves as a "dissatisfier." Elements like communication apprehension and test anxiety hinder the learning
process and affect relationships within the educational environment. While alleviating fear is crucial, it does
not automatically elevate motivation; rather, it establishes a neutral state, allowing motivators to become
effective. Thus, removing fear is essential for the emergence of genuine motivation driven by achievements
and personal growth.
Motivation to Learn a Foreign Language
Foreign language learning is becoming more important in education today. As this area grows, motivation is
seen as a key factor that strongly affects how well learners learn a new language. Many scholars agree that
motivation plays an important role in successfully learning a foreign language (Gardner, 1985; Herzberg,
Mausner & Snydermann, 1959; Brown, 1988).
Motivation is a complex phenomenon shaped by the interaction of neurological activity, cognitive styles,
emotional states and stable personality traits. These elements collectively influence how individuals respond to
and engage with their environment (Fandino, Muñoz, & Velandia, 2019). This interplay not only shapes
behaviour but also aids in predicting the probability of success in language learning (Henter, 2014). As
Crookes and Schmidt (1991) highlight, motivation involves a learner’s ability to remain focused and
committed to the long-term goal of acquiring a second language. Overall, these insights affirm that motivation
is a core element of language learning. It actively drives learner’s perseverance, engagement and ultimate
success in achieving language proficiency.
Motivation is commonly divided into two main categories: extrinsic and intrinsic motivation (Matsumoto &
Obana, 2001; Lai, 2011). Extrinsic motivation refers to external factors that drive an individual to perform a
task. This type of motivation is often linked to tangible rewards such as money or grades (Carreira, 2006) as
well as intangible rewards like praise (Lai, 2011) which provide satisfaction that may not come directly from
the task itself (Ramirez, 2014). Learners motivated extrinsically typically engage in activities to achieve
practical objectives such as gaining rewards or avoiding negative outcomes (Gilakjani, Lai-Mei & Sabouri,
2012).
Intrinsic motivation, in contrast, reflects autonomous behaviour (Fandino et al., 2019). It refers to a person’s
internal drive to engage in an activity for the enjoyment or satisfaction that comes from doing or completing it
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(Ramirez, 2014; Gilakjani et al., 2012). Deci, Koestner and Ryan (1999) suggest that intrinsic motivation
promotes and maintains involvement through the natural pleasure experienced in intentional and self-directed
actions. This type of motivation is shown in behaviours such as play, exploration and seeking challenges which
individuals often pursue without depending on external rewards. However, intrinsic motivation does not rule
out the desire for external rewards; rather, it means that these rewards are not the main reason for motivation
(Ramirez, 2014).
In conclusion, motivation is widely acknowledged as a key factor in determining success in foreign language
learning. It influences not only the amount of effort and persistence learners put into their studies but also their
overall engagement and achievement. Various factors such as learners’ attitudes, goals, learning strategies and
environment, teaching methods and both intrinsic and extrinsic incentives have been found to play important
roles in shaping and maintaining motivation. Due to its significant impact, understanding the learner’s
motivation should be a primary focus in language education and research as it directly supports more effect ive
and meaningful language learning.
Fear of Learning a Foreign Language
Learning a foreign language often presents not only cognitive challenges but also significant emotional
barriers. Among these, anxiety has been consistently recognised as a central factor influencing language
performance and learner engagement. Horwitz, Horwitz and Cope (1986) define this phenomenon as foreign
language anxiety, a construct encompassing learners’ self-perceptions, beliefs and behaviours that interfere
with the language learning process. Subsequent studies have expanded on this definition, framing foreign
language anxiety as a multifaceted psychological response that combines emotional discomfort, fear of
negative judgment and diminished self-confidence (Clément, 1980; MacIntyre, 1999; Králová, 2016).
Collectively, these works suggest that anxiety in language learning is not an isolated emotion but an interplay
of affective and cognitive factors that shape how learners approach communication.
A common thread across these definitions is that foreign language anxiety tends to be most pronounced in
speaking and listening tasks, as they require real-time processing and social interaction (Králová, 2016). This
resonates with McCroskey’s (1984) concept of oral communication apprehension, which later research
confirmed to be especially acute in second language contexts (Jung & McCroskey, 2004). Learners who
already experience high levels of communication apprehension in their first language are often more
vulnerable when transitioning to a foreign language, which amplifies their fear of public speaking and
spontaneous interaction.
To better understand the structure of foreign language anxiety, Horwitz et al. (1986) identified three
interrelated domains: communication apprehension, test anxiety and fear of negative evaluation.
Communication apprehension reflects difficulty in oral interaction, while test anxiety is linked to performance
under evaluative conditions. Fear of negative evaluation, on the other hand refers to the learner’s concern
about being judged by peers or instructors. These dimensions have been operationalised through the widely
used Foreign Language Classroom Anxiety Scale (FLCAS), which has provided empirical support for the role
of affective variables in language acquisition.
Scholars have also distinguished between different forms of anxiety. Spielberger (1983) differentiates trait
anxiety, a stable personality characteristic, from state anxiety, which arises in specific situations such as
examinations or oral tasks. MacIntyre and Gardner (1991) further advanced this framework with the concept of
situation-specific anxiety, highlighting its recurrent nature in language-related contexts. This suggests that
foreign language anxiety is not a generalised psychological problem, but one that consistently re-emerges in
language learning environments, thereby impeding progress if not addressed.
Research also demonstrates that anxiety interacts with learners’ self-perceptions and cultural background. For
instance, Gregersen and Horwitz (2002) found that anxious learners tend to exaggerate their mistakes,
heightening self-consciousness and reducing performance. Similarly, Young (1991) reported that fear of errors
often stems from learners’ belief that mistakes indicate incompetence. From a sociocultural angle, peer
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comparisons and cultural unfamiliarity can intensify fear. Liu and Jackson (2008), for example, showed that
Chinese learners often hesitated to use English due to concerns about peer judgment, illustrating how social
context can exacerbate language anxiety.
Integrating these findings, it becomes clear that fear in foreign language learning is shaped by a complex
interaction of psychological, cognitive and social dimensions. Rather than viewing it solely as an individual
problem, researchers emphasise the need to understand how these dimensions intersect in the classroom. A
comprehensive grasp of this phenomenon allows educators to design interventions that address both the
emotional and social aspects of learning, thereby fostering a more supportive environment where learners feel
encouraged to participate and take risks in communication.
Past Studies
Past Studies on Motivation to Learn a language
Many studies have been done to investigate the motivation in foreign language learning, examining both
intrinsic and extrinsic factors that influence learner motivation. The study by Rathi et al. (2025) has examined
the relationship between motivation and dissatisfaction in learners using Herzberg’s two-factor theory among
103 students from Social Sciences and Science Technology. Using structured questionnaires as instruments,
which are adapted from Campos et al. (2011) and Pintrich et al. (1990), they found that motivator factors such
as achievement, recognition, and opportunities for growth were influencing the learners' satisfaction and
engagement. The findings also emphasize that there were strong positive correlations between motivation and
burnout components. This study urges all teachers to recognize the necessity of effective strategies in order to
optimize the learners' performance and decrease the burnout elements.
Similarly, Ibrahim et al. (2023) examined the relationship between motivator (satisfier) factors and hygiene
(dissatisfier) factors in the language learning classroom. This research involved 140 students at the tertiary
level from a public university in Malaysia, using a questionnaire rooted in Pintrich and De Groot (1990). The
findings show that motivation elements such as intrinsic and extrinsic goal orientation as well as value beliefs
can contribute significantly to the learners' participation and learning satisfaction in the classroom. However,
unlike Rathi et al. (2025), research reported a strong positive correlation between motivation and hygiene; this
study showed that there is only a weak correlation between these two.
Another study by Zubbir et al. (2024) investigated the relationship between satisfiers and dissatisfiers in
Japanese language learning among 138 undergraduate students in a public university in Malaysia. Applying the
questionnaire as an instrument that is adapted from Herzberg's theory (1959), Gardner (2001), and Horwitz et
al. (1986). This study has reported that behavioural engagement (such as persistence and effort) as well as
affective and social engagement (such as enjoyment and collaboration) help in fostering the learners'
enjoyment and active participation in the classroom. The researchers also found that there is no significant
correlation between satisfiers and dissatisfiers, which suggests that, in this study, positive engagement
behaviours can emerge regardless of the presence of dissatisfiers, which is anxiety.
Meanwhile, research by Tran-Anh-Vu (2025) examined the relationship between language learning motivation
and academic performance among 163 first-year students from a public university in Vietnam. This research
also aimed to identify motivational components that strongly contribute to success in language learning. Data
were collected using a questionnaire rooted in Gardner’s Attitude/Motivation Test Battery (AMTB) and
students’ exam scores. The finding indicates that integrative motivation, such as learners’ interest in the culture
of a foreign language and interest to engage with the target language communities, emerges as a stronger
contributor than instrumental motivation, such as achieving high scores in examinations or in employment.
Nevertheless, within the context of the relationship between motivational components and learners’
performance, there were variations of results, indicating some students have high motivations but have low
performance, while some learners show weak correlation or no correlation. These point to the possibility of
interference from external factors in influencing the outcome.
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In summary, these past studies highlight the role of intrinsic motivation (satisfier) in fostering successful
language learning with a consistent implication that educational practices should be designed such that they
include intrinsic and extrinsic motivational strategies, for instance, achievement, recognition, and opportunities
for growth, persistence, and effort, as well as affective and social engagement, lead to increased and sustained
participation and learner engagement in the classroom setting. Furthermore, this literature has presented two
distinct correlation analyses: the first is the relationship between motivations (satisfiers) and hygienes
(dissatisfiers), and the second is the relationship between motivations and learners’ performance. However, the
inconsistencies in these two distinct relationships have emerged. These inconsistent findings indicate the
necessity for further research within the varied learner profiles and contexts, particularly in Arabic language
learners, giving better insight to understand the dynamics of motivation in language learning.
Past Studies on Fear for Learning a language
Numerous studies have examined learners’ fear of learning language. The study by Zain et al. (2023) examined
the influence of motivation and fear regarding the acquisition of foreign languages among Malaysian learners.
Despite the increasing need for language instruction, several Malaysian graduates have difficulties in language
acquisition owing to its intricacy. The study employs a quantitative survey tool, namely a 5-point Likert scale,
to gather data. A survey encompassing demographic profiles, learning motivation, and apprehension about
learning was conducted with 163 learners from UiTM Melaka. The majority of pupils demonstrated
instrumental drive rather than integrative motivation in learning foreign languages. The results can assist
language teachers in formulating effective teaching strategies to improve Malaysian students' understanding
and competency in foreign languages.
Next is study by Krishnan et al. (2023). This study investigated the relationship between motivation and fear in
foreign language learning among 212 undergraduate students from various disciplines in Malaysian public and
private universities. Using a quantitative survey method, the research assessed motivation levels alongside
communication apprehension, test anxiety and fear of negative evaluation. Results indicate that learners
reported moderate to high levels of both motivation and fear-related factors. A low but significant positive
correlation was found between motivation and fear of learning a foreign language, suggesting that while fear
influences motivation, it does so to a limited extent.
Daud et al. (2022) also conducted a study to examine the factors contributing to fear in foreign language
learning, particularly in English-speaking classes, among 340 learners. The study sought to identify the
existence of communicative apprehension and anxiety of unfavourable judgement among English-speaking
language learners. The FLACS survey was employed to gather data from 277 undergraduates from UiTM
Segamat, Johor, and 63 from Hunan University, China. The data was analysed utilising SPSS version 26, with
a mean range of 2.70 to 3.94. The data indicates that learners are marginally affected by fear in English-
speaking lessons, resulting in subpar performance due to apprehension regarding communication, negative
feedback, and exam anxiety. The results may assist future researchers in examining the influence of native
languages on learners' success in language courses, particularly in English-speaking classes.
Another study by Fakhruddin et al. (2022) was conducted using the Social Learning Theory and the framework
of Horwitz, Horwitz, and Cope to explore the fear of foreign language learning among 202 students taking
various language courses at a Malaysian public university. Findings indicate that learners experience fear and
nervousness when they struggle to understand educators speaking in the target language, compare themselves
negatively to peers, face unprepared questions, and worry about failing in their language class. It is suggested
that a strong support system involving language educators can help prevent or alleviate the fear associated with
learning a foreign language.
The next study by Böttger and Költzsch (2020) explores the often-overlooked issue of xenoglossophobia—the
fear of speaking foreign languages—particularly in the context of English language learning. It investigates
why children develop avoidance strategies and language-related anxieties, especially during productive
language tasks. The research draws on psychological, pedagogical, didactic, linguistic, and neuroscientific
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insights to address this issue. A pilot study involving 108 foreign language learners supports the theoretical
findings through reflective and prospective analysis of their productive language use. It reveals that language
learning in academics should be approached considering Xeno glossophobia, which can be alleviated by
positive exposure such as non-restrictive speaking opportunities, ample time, and consistent practice.
In summary, fear in learning a foreign language is a natural and often underestimated challenge that can
significantly affect a learner's progress and confidence. Based on the studies above, it’s clear that while fear,
such as anxiety, fear of negative evaluation and communication apprehension is commonly experienced, its
impact on motivation is not always strong. However, even a low level of persistent fear can hinder learners
from fully engaging, especially in speaking tasks where pressure and self-consciousness are high. Therefore,
this study highlights the importance of addressing fear not just as a personal issue, but as an educational
concern. Educators play a crucial role in minimizing this fear by providing supportive, low-pressure
environments, giving students time and space to practice without judgment and encouraging a growth mindset.
With the right strategies, fear can be transformed from a barrier into a motivator for growth and improvement
in language learning.
Conceptual Framework of the Study
Gardner (2001) posits that motivation is a positive beginning to start a learning process. This motivation
becomes a pushing factor for the learning to start the learning process. Positive experiences gives the learners
satisfaction for the learning. On the other hand, fear for learning a foreign language can be negative if the fear
influences the learners’ motivation to learn further. Fear can create a snowball effect that causes the learner to
be dissatisfied with the learning journey (Rahmat, 2019). This study (refer to figure 1 below) is anchored from
Herzberg’s (1959) two-factor theory on job satisfaction. In the context of this study, Herberg’s (1959) theory is
used to explain satisfaction(motivation) and dissatisfaction (fear of learning a foreign language) factors for
learning a foreign language. How are they related? Learners continued the learning journey because they are
satisfied with what they belief the outcome of the learning can give them. Nevertheless, when they begin to
feel fear due to factors like communication apprehension, fear of negative evaluation and test anxiety, that fear
can make them dissatisfied with the learning. This study replicates the factors for fear of learning a foreign
language by Horwitz, et.al. (1986). This study also explores if there is a relationship between satisfaction and
dissatisfaction factors for learning a foreign language.
Figure 1- Conceptual Framework of the Study
Satisfaction and Dissatisfaction for Learning a Foreign Language
METHODOLOGY
This quantitative study is done to explore satisfaction and dissatisfaction in learning. 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.
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Table 1- Likert Scale Use
Table 2 below the distribution of items in the survey. This study is anchored from Herberg’s (1959) classic
two-factor theory of motivation. The instrument is adapted from Gardner’s (2001) motivation constructs and
replicated form the instrument Horwitz, et.al. (1986) to reveal the variables in table below. Section B has 8
items on Satisfaction and section C has 24 items on dissatisfaction.
Table 2- Distribution of Items in the Survey
Table 2 also shows the reliability of the survey. The analysis shows a Cronbach alpha of .888 for Satisfaction
and .831 for Dissatisfaction. The overall Cronbach alpha for all 32 items is .854. Finally, the overall Cronbach
Alpha for all 32 items is .854. This shows a good reliability of the instrument chosen (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
Table 3 presents the percentage for demographic profile. For gender, the results indicated that both male and
female students each comprised 35% of the total respondents. In terms of level of class code, more than half of
the respondents were TAC501 students (53%), followed by students of TAC401 (25%) and TAC451 (22%).
Regarding the tendency of learning Arabic, most respondents (92%) have a positive preference toward Arabic
language acquisition. Conversely, only a small number (8%) possessed the opposite pattern.
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Descriptive Statistics
Findings for Satisfaction Factors
This section presents data to answer research question 1- How do learners perceive their satisfaction for
learning a foreign language? In the context of this study, this is measured by motivation factors.
Figure 2- Mean for Satisfaction Factors
Based on the data presented in Figure 2, the three highest mean scores reflecting learners’ satisfaction in
learning Arabic are: “I want to speak Arabic so I can pass my university test” (M = 4.4, SD = 0.7), “I want to
speak Arabic so I can study Arabic effectively” (M = 4.0, SD = 0.8), and “I want to speak Arabic so I can visit
other countries” (M = 4.0, SD = 0.8). These responses suggest that learners are primarily motivated by
academic achievement and practical purposes related to their studies and travel aspirations. In contrast, the
lowest mean score is recorded for the item “I want to speak Arabic so I can get to make friends with others
who speak Arabic” (M = 3.4, SD = 0.8), indicating that social interaction is a less influential factor for
learners’ satisfaction compared to academic and practical motivations.
FINDINGS FOR DISSATISFACTION FACTORS
This section presents data to answer research question 2- How do learners perceive their dissatisfaction for
learning a foreign language? In the context of this study, this is measured by factors for fear of learning a
foreign language by Horwitz, et.al. (1986) and they are (i) communication apprehension, (ii) fear of negative
evaluation, and (iii) test anxiety.
Communication Apprehension
Figure 3- Mean for Communication Apprehension
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Figure 3 illustrates the mean scores for communication apprehension. The highest mean, (M=9, SD=1),
corresponds to item 3 that reflects learners’ confidence when speaking in Arabic language class. This is closely
followed by item 2 (M=3.8, SD=0.9), indicating learners’ frightful feeling when they fail to understand what
the teacher says in the Arabic language. In contrast, the lowest mean, 2.7 was recorded for item 4 (M= 2.7,
SD=1), which states, “I would not be nervous speaking the Arabic language with native speakers”.
Fear Of Negative Evaluation
Figure 4- Mean for Fear of Negative Evaluation
Figure 4 presents the mean for fear of negative evaluation. The highest mean if 3.9 for item 2 (SD=1) which
states that the students would keep thinking that other students were better than them. Item 5 (mean=3.8, SD=
1.0) states that the students always felt that other students spoke better Arabic. The lowest mean is 3.1
(SD=1.1) and it states that the students were not worried about making mistakes in the language class.
Test Anxiety
Figure 5- Mean for Test Anxiety
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Figure 5 shows the mean score for Test Anxiety. The highest mean score, with 3.9 is TAQ4; the students claim
to worry about the consequence of failing in Arabic language class. The second highest item, TAQ5 with 3.6, is
that students can get so nervous they forget things they know in language class, followed by item TAQ2 with a
score of 3.3, which shows that it wouldn't bother the students at all to take more Arabic language classes.
While the second lowest, with a 2.8 score, item TAQ3 shows students are usually at ease during tests in the
Arabic language class. However, despite the anxiety that students face, the feeling of not going to Arabic class
scores the lowest, which is 2.3.
Exploratory Statistics
Findings for Relationship between satisfaction and dissatisfaction
This section presents data to answer research question 3- Is there a relationship between satisfaction and
dissatisfaction for learning a foreign language?
To determine if there is a significant association in the mean scores between satisfaction and dissatisfaction for
learning a foreign language, data is analysed using SPSS for correlations. Results are presented separately in
table 5 below.
Table 4- Correlation between Satisfaction and Dissatisfaction
Table 4 shows there is an association between satisfaction and dissatisfaction. Correlation analysis shows that
there is a weak significant association between satisfaction and dissatisfaction (r=.257**) and (p=.000).
According to Jackson (2015), coefficient is significant at the .05 level and 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 weak positive
relationship between satisfaction and dissatisfaction.
CONCLUSION
Summary of Findings and Discussions
The current study examined the weak relationship between satisfaction and dissatisfaction through the lens of
language learning anxiety, focusing on three key areas: communication apprehension, fear of negative
evaluation and test anxiety. Findings reveal that communication apprehension among learners ranged from
medium to high levels, suggesting a notable level of discomfort in using the foreign language.
Interestingly, consistent with Molnar and Crnjak(2018), the year of study did not significantly influence this
apprehension, indicating that such anxiety persists regardless of academic progression. In terms of fear of
negative evaluation, results showed a medium average across items, reflecting that while learners were not
overly concerned about making mistakes in class, many still perceived their peers as more proficient in the
language, particularly Arabic. This supports Aydin’s (2008) assertion that fear of negative evaluation remains a
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strong contributor to language anxiety. Similarly, test anxiety was reported at a moderate level, aligning with
Aydin (2020), who emphasized that both psychological and physical factors contribute to learners’ anxiety
during assessments.
Overall, the findings suggest that these anxiety-related variables influence learners in complex ways and do not
directly align with levels of satisfaction or dissatisfaction. This reinforces the theoretical position that
satisfaction and dissatisfaction are influenced by distinct factors and do not exist on the single continuum.
Implications and Suggestions for Future Research
Theoretical and Conceptual Implications
The findings of this study extend Herzberg’s Two-Factor Theory into the field of foreign language learning,
focusing on Arabic as a third language in a multilingual Malaysian context. The results confirm that motivators
(satisfaction) and hygiene factors (dissatisfaction) are two distinct constructs with only a weak positive
correlation (r = .257, p < .001). This shows that learners can be motivated to achieve academic or instrumental
goals, such as passing examinations or studying effectively, while still experiencing fear such as
communication apprehension, fear of negative evaluation and test anxiety.
This outcome demonstrates the adaptability of Herzberg’s framework beyond its traditional use in the
workplace. It provides theoretical support for understanding how motivation and fear can coexist in the
learning of foreign languages. Importantly, it also reveals that reducing fear does not immediately increase
motivation, but rather creates a neutral environment that allows intrinsic and extrinsic motivators to work more
effectively. In the context of Arabic acquisition, this means that addressing fear-related barriers is a necessary
step before motivational strategies can be optimised.
Pedagogical Implications
The results suggest several practical implications for educators teaching Arabic as a foreign language. Since
academic achievement and instrumental goals emerged as the strongest motivators, lessons should be designed
with clear and achievable outcomes. For instance, instructors can use short-term task-based assessments,
project presentations or communication activities that mirror real-life situations. These activities not only make
learning more meaningful but also provide immediate feedback to learners on their progress.
At the same time, teaching strategies must also address sources of fear. For communication apprehension,
gradual exposure to speaking practice is important. Teachers can begin with pair work and small group
discussions before moving to larger class presentations. Structured peer interaction and guided dialogues can
also help students feel safer and more confident. To reduce fear of negative evaluation, educators can
emphasise formative assessment and provide constructive feedback rather than focusing only on summative
outcomes. Allowing anonymous participation through online tools or written submissions may further reduce
anxiety. To minimise test anxiety, clear rubrics, frequent practice tests and mock examinations conducted in a
supportive atmosphere are recommended.
Based on Herzberg’s theory, the role of educators is first to reduce barriers that generate dissatisfaction, such as
anxiety and fear and only then introduce strategies that enhance satisfaction. Once the classroom environment
feels safe, teachers can enrich lessons with culturally engaging content, gamification and motivational
techniques that nurture students’ intrinsic interest in Arabic.
Suggestions for Future Research
Future studies can broaden the scope by comparing learners of Arabic with learners of other foreign languages,
such as Mandarin, Japanese or French. Such cross-linguistic and cross-cultural comparisons would allow
researchers to test the consistency of Herzberg’s model in different contexts and determine whether the
relationship between motivation and fear is universal or language-specific.
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Another direction for future research is to examine how satisfaction and dissatisfaction interact across different
proficiency levels. It would be useful to investigate whether beginner learners experience stronger fear factors
compared to advanced learners or whether motivational patterns shift as learners gain mastery of the language.
In addition, longitudinal studies could provide insight into how these dynamics change over time.
Methodologically, mixed-method approaches that combine quantitative surveys with interviews, focus groups
or classroom observations can provide deeper insights into the lived experiences of learners. The role of
technology-enhanced learning also deserves attention, particularly the extent to which online and blended
learning environments reduce or increase fear compared to traditional classroom settings. For example, digital
platforms that allow private rehearsal or gamified participation may lower communication apprehension, while
online assessments may influence test anxiety differently than face-to-face examinations.
By expanding to comparative contexts, longitudinal designs and technology-based interventions, future
research will provide stronger evidence of how Herzberg’s theory can guide pedagogical strategies for
reducing fear and strengthening motivation in foreign language learning.
ACKNOWLEDGEMENTS
Sincere gratitude to everyone who contributed to this study for their support and assistance throughout the
research process. The researchers appreciate the valuable feedback from reviewers and colleagues, which
helped improve the quality of this article. Finally, thank to all the participants for their time and cooperation.
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