Arabic Language Learning Motivation Among Non-Native Learners: A Systematic Literature Review (2020–2026)
DOI:
https://doi.org/10.65430/jssm.v1i3.64Keywords:
Arabic Language Learning Motivation, Non-Native Learners, Systematic Literature ReviewAbstract
Motivation is a crucial driver for the sustained learning of Arabic among non-native speakers; however, the construct is simultaneously influenced by religious goals, identity, integrativeness, self-efficacy, the learning environment, and instructional design. This article aims to map motivational orientations, personal and contextual factors, pedagogical strategies, and sources of demotivation based on research conducted between 2020 and 2026. The review adapts PRISMA 2020 principles to analyze a verified corpus of 32 sources. Six books serve as the theoretical and methodological foundation, one secondary review article acts as a point of comparison, and 25 journal articles are included in the thematic synthesis. The results reveal four primary patterns. First, religious-spiritual motivation is a strong distinguishing characteristic, particularly among Muslim learners. Second, identity, integrativeness, autonomy, metacognition, self-efficacy, and learning strategies interact dynamically with learning outcomes. Third, supportive environments, teacher competence, curriculum relevance, social interaction, and classroom experiences shape the quality of motivation. Fourth, collaborative learning and digital media—such as LMS, gamification, game-based learning, Instagram, dubbing, and CIRC—tend to enhance attention, engagement, self-confidence, and satisfaction, whereas infrastructure barriers, monotonous methods, limited interaction, and linguistic difficulties trigger demotivation. This study proposes an integrative model of motivation that positions the learner as an individual within a specific context and recommends longitudinal, cross-level, and cross-cultural research utilizing validated instruments.
Downloads
References
Abdeldaim, E., Fauzi, A. F., Biha, M. I. A., Zulkifli, A. R., & Wan Mustaffa, W. M. A. (2023). The effect of motivation on the problems of learning the Arabic language among students of the Languages Center at the International Islamic University Malaysia. IIUM Journal of Educational Studies, 11(2), 47–70. https://doi.org/10.31436/ijes.v11i2.482
Abdelhalim, S. M., & Alqubayshi, H. A. (2020). Motivational orientation and language acculturation experienced by English-speaking adults learning Arabic in Saudi Arabia. Theory and Practice in Language Studies, 10(9), 1032–1043. https://doi.org/10.17507/tpls.1009.04
Afif, N. (2024). Enhancing student motivation in Arabic language learning through the Cooperative Integrated Reading and Composition (CIRC) model: A case study in Islamic schools of Banten. AL-ISHLAH: Jurnal Pendidikan, 16(4), 5211–5219. https://doi.org/10.35445/alishlah.v16i4.6003
Alhamami, M., & Almosa, A. (2023). Learning Arabic as a second language in Saudi universities: Ajzen’s theory and religious motivations. Language, Culture and Curriculum, 36(4), 509–532. https://doi.org/10.1080/07908318.2023.2242912
Al-Hoorie, A. H., & Szabó, F. (Eds.). (2022). Researching language learning motivation: A concise guide. Bloomsbury Academic.
Alhawary, M. T. (2023). Teaching Arabic as a foreign language: Techniques for developing language skills and grammar. Routledge. https://doi.org/10.4324/9781315686677
Alshammari, A., Al-onazi, B., & Shaalan, D. (2026). Exploring motivation in L2 Arabic from students’ perspective. Journal of Language Teaching and Research, 17(2), 517–523. https://doi.org/10.17507/jltr.1702.14
Alshammari, A., Shaalan, D., & Al-onazi, B. (2024). Instruments measuring motivation to learn Arabic as a second language: Evidence of validity and reliability. Humanities and Social Sciences Communications, 11, Article 887. https://doi.org/10.1057/s41599-024-03381-y
Calafato, R. (2020). Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy. Lingua, 246, 102943. https://doi.org/10.1016/j.lingua.2020.102943
Calafato, R. (2023). Charting the motivation, self-efficacy beliefs, language learning strategies, and achievement of multilingual university students learning Arabic as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 8, Article 20. https://doi.org/10.1186/s40862-023-00194-5
Csizér, K. (2021). Second language learning motivation in a European context: The case of Hungary. Springer. https://doi.org/10.1007/978-3-030-64462-8
Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge. https://doi.org/10.4324/9780429485893
Edidarmo, T., Fudhaili, A., & Mahfuzo, M. R. (2023). The power of spiritual motivation: A conceptual and theoretical review of Arabic language learning. Arabiyatuna: Jurnal Bahasa Arab, 7(1), 315–344. https://doi.org/10.29240/jba.v7i1.5629
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26, 3251–3278. https://doi.org/10.1007/s10639-020-10396-w
Erlina, Hamid, M. A., Daroini, S., Hasanah, M., & Muassomah. (2025). ARCS (Attention, Relevance, Confidence, Satisfaction) model as extrinsic motivation in Arabic language learning: Teachers’ perspectives and experiences. Arabiyatuna: Jurnal Bahasa Arab, 9(1), 267–288. https://doi.org/10.29240/jba.v9i1.10636
Fauzi, M. F., & Anindiati, I. (2021). Improving the motivation of students in Arabic language learning through learning management system. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 4(3), 257–274. https://doi.org/10.22219/jiz.v4i3.19110
Ghofur, A., Kholis, M. N., Sodik, A. J., & Shiddiq, J. (2023). Students’ perceptions and motivation towards teaching Arabic vocabulary through gamification. Ijaz Arabi: Journal of Arabic Learning, 6(3), 682–694. https://doi.org/10.18860/ijazarabi.v6i3.18642
Hidayah, N., Mukmin, M., & Marfuah, S. (2023). The correlation between Arabic learning motivation and Arabic language competence of education study program students in post-COVID-19 pandemic. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 15(2), 380–398. https://doi.org/10.24042/albayan.v15i2.17453
Hijriyah, A. L., Haris, A., Firdaus, M., Rusdi, & Alturki, A. I. A. (2022). Demotivation in Arabic learning among university students. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 14(2), 385–405. https://doi.org/10.24042/albayan.v14i2.13759
Jama, O. (2022). Exploring the motivation orientations for learning Arabic as L2 based on Self-Determination Theory. International Journal of Linguistics and Translation Studies, 3(1), 74–87. https://doi.org/10.36892/ijlts.v3i1.202
Marwa, A., al Nabiil, A. R., & Syuhadak. (2021). Motivation problematics of Arabic learners during the COVID-19 pandemic. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 13(2), 268–285. https://doi.org/10.24042/albayan.v13i2.8665
Maryam, S., Sutaman, & Huda, M. (2025). Motivation and satisfaction of Arabic education students in accessing Arabic content on Instagram. Arabiyatuna: Jurnal Bahasa Arab, 9(1), 369–392. https://doi.org/10.29240/jba.v9i1.12405
Miao, X., & Wang, P. (2023). A literature review on factors affecting motivation for learning Arabic as a foreign language. Open Journal of Social Sciences, 11, 203–211. https://doi.org/10.4236/jss.2023.116014
Muassomah. (2023). Demotivation of AFL students in online learning. Ijaz Arabi: Journal of Arabic Learning, 6(1), 190–200. https://doi.org/10.18860/ijazarabi.v6i1.16884
Nurrohman, T., Yunita, Sawedi, M. P. F., & Prabowo, C. A. (2022). Improving students’ motivation and psychology in speaking Arabic through dubbing Japanese anime to Arabic. LISANIA: Journal of Arabic Education and Literature, 6(2), 126–138. https://doi.org/10.18326/lisania.v6i2.126-138
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Rozak, A., Albantani, A. M., & Syafri, M. (2023). Intention and motivation in online Arabic courses: Agency for learning phenomenon. LISANIA: Journal of Arabic Education and Literature, 7(1), 31–45. https://doi.org/10.18326/lisania.v7i1.31-45
Shaalan, D. A. (2023a). Measuring integrativeness as a motivation for second-language acquisition of Arabic in learners at Saudi Arabia’s Arabic language institutes. Theory and Practice in Language Studies, 13(12), 3097–3107. https://doi.org/10.17507/tpls.1312.06
Shaalan, D. A. (2023b). Role of learning environment in Arabic as a foreign language in Saudi Arabia. Theory and Practice in Language Studies, 13(9), 2186–2194. https://doi.org/10.17507/tpls.1309.04
Shaalan, D. A., Al-onazi, B. B., & Alshammari, A. K. (2023). Instrument to measure identity motivation in Arabic second-language learners. Theory and Practice in Language Studies, 13(5), 1105–1114. https://doi.org/10.17507/tpls.1305.03
Sukmarini, F., Mauludiyah, L., Roziqi, M. A., & Nurdianto, T. (2021). Interactive Arabic learning media based on Articulate Storyline 3 to increase students’ motivation. al Mahāra: Jurnal Pendidikan Bahasa Arab, 7(1), 106–121. https://doi.org/10.14421/almahara.2021.071-06
Taha, H., & Al-Batal, M. (Eds.). (2023). Arabic language curricula in the Arab world: Present practices and future prospects. Abu Dhabi Arabic Language Center.
Ushioda, E. (2020). Language learning motivation: An ethical agenda for research. Oxford University Press.
