Cross-Linguistic Influence and the Negotiation of Self in Multilingual Acquisition

In an increasingly globalized world, multilingualism has become common, yet the psychological complexities of learning an additional language beyond the second (L3/Ln) remain underexplored. This study examines the interconnected psychological challenges of language interference, cognitive overload, emotional stress, and identity struggles among Arabic–English multilingual learners studying a third language in higher education. The research focuses on 20 female undergraduates from the university who speak Arabic as L1, English as L2, and are formally learning an L3 (e.g., Italian, German, French, Turkish). Using a sequential mixed-methods design, quantitative survey data first identified the main challenges, followed by semi-structured interviews with a purposive subsample (n = 5) for in-depth qualitative insights. Descriptive statistics showed high levels of multidirectional language interference, frequent mental fatigue indicating cognitive overload, and increased speaking anxiety and frustration. Thematic analysis revealed that managing multiple active language systems is a cognitively exhausting task that limits deep processing, while ongoing anxiety and error sensitivity weaken confidence and disrupt learners’ sense of a coherent multilingual identity. The findings are interpreted through Cognitive Load Theory, research on cross-linguistic influence, and socio-psychological and identity frameworks, all within a Dynamic Systems perspective. The study argues that these cognitive and emotional challenges form an interconnected psychological ecosystem rather than separate problems, and it suggests pedagogical, institutional, and policy changes for more cognitively and emotionally responsive multilingual SLA practices.