Balancing Negative and Positive Factors in Foreign Language Learning

Abstract

The reasons why people study foreign languages vary tremendously. Some are intrinsically, while others depended on extrinsic reward to begin their study. Past studies have shown that foreign language learners have display different types of fear throughout the learning process. Nevertheless, sometimes, the negative factors that cause their fear can sometimes be overcome by the positive factors that made them stayed on to the classes. This study is done to investigate the balance between the negative and positive factors that learners faced throughout their learning of foreign languages. 199 respondents who signed up for different types of foreign language courses in a public university in Malaysia. They responded to a survey with 49 items using 5 Likert scales. Findings revealed that the negative factors that hinder their learning are often offset by their positive factors and that made them stayed on. Findings feared most "negative evaluation" and "test". However, findings also showed their intrinsic positive motivation made them stay on.Contribution/ Originality: This study aims to understand the balance that learners fear of learning foreign languages can be balanced off by their positive motives. Instructors of foreign languages can use this understanding to focus more on the positive factors to help retain learners' interest.

Foreign Language Anxiety: Exploring Across Gender

“…This research also shows that fear of negative evaluation is the prime cause of anxiety among respondents. Past studies by Rahmat (2020) and Boon (2021) demonstrate the same findings as well.…”

“…In the past years numerous researches have been done in looking into foreign language anxiety amongst learners, most of which has indicated that anxiety has a negative or weakening effect on language learning. Findings from previous studies point to a significant correlation between communication apprehension, fear of negative evaluation and test anxiety to foreign language anxiety, (Ismail et al, 2022); Darmawangsa et al, 2020;Boon et al, 2021). Furthermore, the study by (Rahmat 2019) reported that fear in language learning is a cycle.…”

Exploring the Influence of Resource Management on Learning Strategies in the Learning of Foreign Languages

“…Learners depend on different factors of motivation to make them pursue the learning task further. This motivation pushes the learners to be satisfied with the learning task (Rahmat, 2021). Motivate learners display confidence in learning.…”

“…The significance of studying a foreign language has been mentioned in the Malaysian Education Blueprint 2015-2025, which has also been acknowledged as one of the key components in realizing the country's vision of being a fully developed nation. A foreign language is defined as a language spoken by people who speak other than their native language (Boon et al, 2021). Many universities have considered foreign language courses, such as Mandarin, Arabic, French, Korean, and Japanese, a graduation requirement.…”

Exploring The Relationship of Satisfiers and Dissatisfiers in Learning The Japanese Language

“…According to Djafri and Wimbarti (2018), Japanese learners have the highest level of foreign language anxiety, followed by learners of Arabic, French, Korean, and English. Boon et al (2021) discovered that despite obstacles such as the fear of "negative evaluation" and "tests", learners' internal positive motivation plays a crucial role in keeping them engaged in their Japanese language learning journey. Ibrahim et al (2023) applied Herzberg's Two-Factor Theory to identify students' motivations, while Fu (2010) examined factors influencing student satisfaction across different higher education settings, including face-to-face, webbased, and blended classrooms.…”