Arabic language learning anxiety for non-native speakers and its relationship with emotional intelligence and academic achievement

Document Type : Original Article

Authors

1 جامعة الازهر

2 al azhar

Abstract

The current research aimed to identify the nature of the relationship between anxiety in learning Arabic for non-native speakers, emotional intelligence, and academic achievement among students of the Faculty of Islamic Sciences for international students at Al-Azhar University. It also aimed to understand the relationship between anxiety in learning Arabic for non-native speakers and academic achievement, as well as to identify the level of anxiety in learning Arabic for non-native speakers among the research sample and examine the differences in anxiety according to cultural background (African/Asian) and gender. The study sample consisted of 267 male and female students from the Faculty of Islamic Sciences for international students at Al-Azhar University. A scale for anxiety in learning Arabic for non-native speakers was developed by the researchers, and the emotional intelligence scale was prepared by Farouk Osman and Mohamed Abdel-Sami (2001). Students' grades over the last three academic semesters were also relied upon. The results showed a statistically significant negative correlation between anxiety in learning Arabic for non-native speakers and their emotional intelligence, and a statistically significant negative correlation between anxiety in learning Arabic for non-native speakers and their academic achievement. No statistically significant differences were found between the hypothetical mean and the arithmetic mean of anxiety scores in learning Arabic (total score and dimensions) among undergraduate students. There were statistically significant differences in the level of anxiety in learning Arabic for non-native speakers according to gender (males/females) in favor of females,

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