Role of Learning Environment in Arabic as a Foreign Language in Saudi Arabia

Abstract

The second-language learning environment (L2LE) plays an important role in successful second language (L2) learning achievement. Studies in English as a foreign language (EFL) found that when learners feel anxiety or negative emotions in the L2LE, it reduces their willingness to communicate (WTC), and this could impede their L2 achievement. Although it is likely that the L2LE has a similar impact on Arabic as a foreign language (AFL), there is a lack of research that focuses on the role of the Arabic L2LE. The Kingdom of Saudi Arabia (KSA) has organized Arabic Learning Institutes (ALIs) that teach AFL to foreign students on government scholarship studying in KSA’s higher education institutions. The aim of this study was to develop, pilot, and evaluate the validity and reliability of an instrument to measure the influence of the Arabic L2LE in AFL learners at KSA’s ALIs. Using items and domains from existing instruments, a 32-item instrument was piloted among 140 ALI learners, with the data from 70 retained for analysis. Factor, reliability and correlation reduced items to 17 and revealed evidence of three independent subscales: classroom, teacher/curriculum, and personal anxiety toward L2 Arabic. Although ALI learners appeared motivated by classroom, teacher, and curriculum, their L2 achievement seemed impeded by anxiety, likely due to de-emphasis in classroom interaction in Arabic. Future research should be undertaken to improve the validity and reliability of the Arabic L2LE instrument, and to further investigate strategies to reduce anxiety and increase WTC in ALI learners.