Motivation and Anxiety in Arabic Language Learning: Implications for Innovative Instruction
DOI:
https://doi.org/10.57255/intellect.v5i01.1789Keywords:
Motivation, Anxiety, Arabic Language Learning, Psychological FactorsAbstract
Motivation and anxiety are two psychological factors that strongly influence success in Arabic language learning. Motivation functions as an internal drive that encourages learners to study, practice, and achieve instructional goals, whereas anxiety may become a barrier that reduces confidence, participation, and communicative performance in Arabic. This study aims to describe the relationship between motivation and anxiety in Arabic language learning. The findings indicate that learners with higher motivation tend to show greater confidence and better control of anxiety during the learning process. In contrast, high levels of anxiety may reduce learning motivation and hinder academic achievement. These findings imply that Arabic language instruction should be supported by a learning environment that is encouraging, engaging, and responsive to learners’ psychological needs. Therefore, innovative instructional approaches are needed to strengthen motivation while reducing anxiety in order to improve the effectiveness of Arabic language learning.
Abstrak
Motivasi dan kecemasan merupakan dua faktor psikologis yang sangat memengaruhi keberhasilan pembelajaran bahasa Arab. Motivasi berperan sebagai dorongan internal yang menggerakkan peserta didik untuk belajar, berlatih, dan mencapai tujuan pembelajaran, sedangkan kecemasan dapat menjadi hambatan yang menurunkan kepercayaan diri, partisipasi, dan kemampuan berkomunikasi dalam bahasa Arab. Penelitian ini bertujuan untuk mendeskripsikan hubungan antara motivasi dan kecemasan dalam pembelajaran bahasa Arab. Hasil kajian menunjukkan bahwa peserta didik yang memiliki motivasi tinggi cenderung lebih percaya diri dan lebih mampu mengendalikan kecemasan selama proses belajar. Sebaliknya, tingkat kecemasan yang tinggi dapat menurunkan motivasi belajar dan menghambat pencapaian hasil belajar. Temuan ini menunjukkan bahwa pembelajaran bahasa Arab perlu didukung oleh lingkungan belajar yang suportif, menarik, dan responsif terhadap kebutuhan psikologis peserta didik. Oleh karena itu, diperlukan pendekatan pembelajaran yang inovatif untuk meningkatkan motivasi sekaligus mengurangi kecemasan guna mendukung pembelajaran bahasa Arab yang lebih efektif.
Downloads
References
R. E. Mayer, “The Past, Present, and Future of the Cognitive Theory of Multimedia Learning,” Educational Psychology Review, vol. 36, no. 1, 2024, doi: 10.1007/s10648-023-09842-1.
M. Degner, S. Moser, and D. Lewalter, “Digital Media in Institutional Informal Learning Places: A Systematic Literature Review,” Computers and Education Open, vol. 3, p. 100068, 2022, doi: 10.1016/j.caeo.2021.100068.
M. Papi and H. Khajavy, “Second Language Anxiety: Construct, Effects, and Sources,” Annual Review of Applied Linguistics, vol. 43, pp. 127–139, 2023, doi: 10.1017/S0267190523000028.
S. Zhou, M. M. Chiu, and Z. Dong, “Second Language Pupils’ Anxiety and Motivation: A Meta-Analysis,” Current Psychology, vol. 43, pp. 9404–9421, 2024, doi: 10.1007/s12144-023-05066-2.
M. Liu, C.-H. Lin, and Y. Zhang, “Editorial: Dynamic Roles of Anxiety and Motivation in Second/Foreign Language Acquisition,” Frontiers in Psychology, vol. 14, Art. no. 1145368, 2023, doi: 10.3389/fpsyg.2023.1145368.
R. B. Hj. Bahri, I. R. N. Hula, N. A. Pakaya, M. A. Samad, and Y. A. M. G. Arrashedy, “The Effect of Anxiety and Self-confidence on Arabic Speaking Proficiency in the International Class Program (ICP),” Alsina: Journal of Arabic Studies, vol. 8, no. 1, pp. 1–34, 2026, doi: 10.21580/alsina.8.1.29134.
M. Fahri, M. R. Mahfuzo, and A. Badry, “Foreign Language Enjoyment, Self-Efficacy, and Willingness to Communicate: Evidence from Arabic Language Education Students,” Tadris Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, vol. 4, no. 2, 2025, doi: 10.15575/ta.v4i2.49443.
D. Wahyudi, Z. U. Siregar, M. A. Tata, and E. Febriani, “Integrating Blooket as a Digital Gamification Tool to Enhance Arabic Syntax Learning Outcomes,” Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, vol. 9, no. 1, pp. 145–159, 2025, doi: 10.15575/jpba.v9i1.45854.
N. M. Ayumi, W. Yul, and R. Andrian, “Constructivist-Based Arabic Reading Pedagogy in a Heterogeneous Student Context: Insights from Ma'had IAIN Kerinci,” Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, vol. 9, no. 1, pp. 91–109, 2025, doi: 10.15575/jta.v9i1.45285.
A. A. Putri, D. F. A. S. Thalib, N. Naifah, and A. Alshaer, “Development of TPACK-Based Animated Video Learning Media to Enhance Arabic Vocabulary Mastery,” Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, vol. 9, no. 2, pp. 190–206, 2025, doi: 10.15575/jta.v9i2.46054.
E. Suryanti, E. L. Fauzia, and A. Hermawan, “Using the RADEC Learning Model to Promote Higher Order Thinking Skills (HOTS) in Arabic Language Learning among Grade 8 Students at As-Salam Middle School for Quran Memorization Bogor,” Tadris Al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, vol. 4, no. 2, pp. 251–271, 2025, doi: 10.15575/ta.v4i2.51103.
H. Fadli, S. R. Soekarba, N. M. F. Ramadhanti, Letmiros, and A. Al-Haqbani, “Digital-Era Approaches to Teaching Reading in Arabic as a Second Language: A Case Study of Al Jazeera Arabic Learning,” Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban, vol. 8, no. 2, pp. 366–386, 2024, doi: 10.15575/jpba.v8i2.30824.
L. Alzahrani and K. P. Seth, “Factors Influencing Students’ Satisfaction with Continuous Use of Learning Management Systems During the COVID-19 Pandemic: An Empirical Study,” Education and Information Technologies, vol. 26, pp. 6787–6805, 2021, doi: 10.1007/s10639-021-10492-5.
M. N. Al-Nuaimi and M. Al-Emran, “Examining Learning Management System Success: A Multiperspective Framework,” Education and Information Technologies, 2024, doi: 10.1007/s10639-023-12308-0.
A. H. K. Yuen, M. Cheng, and F. H. F. Chan, “Student Satisfaction with Learning Management Systems: A Growth Model of Belief and Use,” British Journal of Educational Technology, vol. 50, no. 5, pp. 2520–2535, 2019, doi: 10.1111/bjet.12830.
L. R. Aiken, “Three Coefficients for Analyzing the Reliability and Validity of Ratings,” Educational and Psychological Measurement, vol. 45, no. 1, pp. 131–142, 1985, doi: 10.1177/0013164485451012.
L. J. Cronbach, “Coefficient Alpha and the Internal Structure of Tests,” Psychometrika, vol. 16, no. 3, pp. 297–334, 1951, doi: 10.1007/BF02310555.
G. M. Sullivan and A. R. Artino, “Analyzing and Interpreting Data From Likert-Type Scales,” Journal of Graduate Medical Education, vol. 5, no. 4, pp. 541–542, 2013, doi: 10.4300/JGME-5-4-18.
H.-Y. Kim, “Statistical Notes for Clinical Researchers: Assessing Normal Distribution (2) Using Skewness and Kurtosis,” Restorative Dentistry & Endodontics, vol. 38, no. 1, pp. 52–54, 2013, doi: 10.5395/rde.2013.38.1.52.
P. Schober, C. Boer, and L. A. Schwarte, “Correlation Coefficients: Appropriate Use and Interpretation,” Anesthesia & Analgesia, vol. 126, no. 5, pp. 1763–1768, 2018, doi: 10.1213/ANE.0000000000002864.
X. Wang and Z. Cheng, “Cross-Sectional Studies: Strengths, Weaknesses, and Recommendations,” Chest, vol. 158, no. 1S, pp. S65–S71, 2020, doi: 10.1016/j.chest.2020.03.012.
E. Sudina, “Second Language Anxiety: Construct, Effects, and Sources,” Annual Review of Applied Linguistics, vol. 43, pp. 127–139, 2023, doi: 10.1017/S0267190523000028.
M. Liu, C.-H. Lin, and Y. Zhang, “Editorial: Dynamic Roles of Anxiety and Motivation in Second/Foreign Language Acquisition,” Frontiers in Psychology, vol. 14, Art. no. 1145368, 2023, doi: 10.3389/fpsyg.2023.1145368.
S. Zhou, M. M. Chiu, and Z. Dong, “Second Language Pupils’ Anxiety and Motivation: A Meta-Analysis,” Current Psychology, vol. 43, pp. 9404–9421, 2024, doi: 10.1007/s12144-023-05066-2.
Y. Wang and S. Liu, “Is Anxiety Always Harmful? An Exploration of the Impact of Language Anxiety on Motivation and Academic Performance,” BMC Psychology, vol. 13, Art. no. 30, 2025, doi: 10.1186/s40359-025-03017-z.
M. Papi and H. Khajavy, “Scale Quality in Second-Language Anxiety and Willingness to Communicate Research: A Methodological Synthesis,” Studies in Second Language Acquisition, 2022.
Downloads
Submitted
Accepted
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Putri Utami Fajriyanti, Daviq Habibulloh, Rizki Arif Wicaksono, Ikhtiar Andriyanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
