Motivation of non- native Arabic Language Learners in British Curriculum Schools in the United Arab Emirates: A Descriptive Analytical Study

Abstract

This study investigates the motivation for learning Arabic as a foreign language among non-native speakers in British curriculum international schools in the United Arab Emirates. It examines the interplay of religious, cultural, social, economic, and educational factors shaping student motivation. A descriptive-analytical approach was employed, using a questionnaire administered to 450 students from James British Schools during the 2023/2024 academic year.

Findings reveal that overall motivation levels were moderate to high, with instrumental motivation prevailing over integrative motivation. The religious dimension ranked highest, functioning primarily as a cognitive rather than culturally integrative motivator. Economic motivations were comparatively low, highlighting the limited perception of Arabic as a global professional asset.

The study concludes that motivation in this context emerges from the complex interaction of language policy, curriculum structure, and assessment practices, rather than being solely an individual psychological phenomenon. Recommendations include enhancing teachers’ role in fostering motivation, establishing specialized Arabic language departments within colleges of education, and redesigning the educational environment to develop students’ “ideal linguistic self” and promote sustainable motivation.