Affective Factors in Learning Foreign Languages : Differences between English and Arabic

Abstract

While many studies have examined the role of affective factors in foreign language (L2) learning, few studies have researched the relationship between affective factors and performance related to a less commonly taught language (LCTL) such as Arabic. This study examined learning motivation, self-confidence, and anxiety of English and Arabic learners. It also examined the predictive power of affective factors in English and Arabic performance. The data came from 52 high school students learning both English and Arabic languages. The results showed that there were significant mean differences in ideal L2 self, ought-to L2 self, motivational intensity, self-confidence, and anxiety between English and Arabic learning. For English achievement ideal L2 self and anxiety were the significant predictors, while only ought-to L2 self was found to predict students’ Arabic performance.