Exploring Motivation and Burnout Among Learners Learning Arabic as a Foreign Language

It is relatively common for students, particularly those learning a foreign language, to experience both motivation and burnout during their studies. Despite the presence of advanced educational structures, learners worldwide tend to rely on their motivation to achieve academic goals yet often face burnout in the process. Hence, this quantitative study aims to explore the motivational factors driving students to learn Arabic as a foreign language, while also examining the potential for burnout that may arise from the learning process. This study also explores the relationship between motivational components and causes of burnout among learners. A total of 181 participants from a public university in Malaysia, who were enrolled to learn Arabic, completed a survey that was designed based on the frameworks of Campos et al. (2011) and Pintrich et al. (1990). The survey was divided into three sections, covering the demographic profile, motivational components (24 items), and burnout (16 items) measured on a 5-point Likert scale. Analysis was conducted using SPSS, which revealed a strong positive relationship between motivation and burnout, providing valuable insights into the balance between motivation and burnout in foreign language learning. The results have implications for educators to better support students’ learning experiences by creating supportive, low-pressure learning environments, incorporating culturally immersive experiences, and providing opportunities for real-world communication scenarios. The findings will also help both learners and instructors become more aware of foreign language anxiety, enabling them to address and overcome this challenging issue.