COGNITIVE AND AFFECTIVE FACTORS IN ARABIC AS A SECOND LANGUAGE ACQUISITION: A PSYCHOLOGICAL PERSPECTIVE ON INDONESIAN LEARNERS
Keywords:
Arabic Second Language Acquisition, Cognitive Factors, Affective Variables, Indonesian Learners, Psychological PerspectiveAbstract
This study investigates the cognitive and affective factors influencing Arabic as a Second Language (ASL) acquisition among Indonesian learners from a psychological perspective. The research employed a mixed-methods approach, combining quantitative surveys (n=100) and qualitative interviews (n=10) with Arabic language learners from various educational institutions across Indonesia. Data collection utilized the Arabic Language Learning Motivation Scale (ALLMS), Cognitive Processing Assessment (CPA), and semi-structured interviews exploring learners' psychological experiences. Results revealed that working memory capacity (r=0.72, p<0.001) and metacognitive awareness (r=0.64, p<0.01) were the strongest cognitive predictors of ASL proficiency. Affectively, integrative motivation (β=0.48, p<0.001) and anxiety management (β=-0.38, p<0.01) significantly influenced learning outcomes. Religious identity emerged as a mediating factor, with learners showing higher intrinsic motivation but also greater perfectionist anxiety due to Islamic cultural expectations. The study identified distinct cognitive processing patterns among Indonesian learners, including enhanced visual-spatial processing for Arabic script and stronger reliance on analytical learning strategies. These findings contribute to understanding the unique psychological profile of Indonesian ASL learners and offer implications for culturally-responsive Arabic pedagogy in Indonesian educational contexts.
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