Charting the motivation, self-efficacy beliefs, language learning strategies, and achievement of multilingual university students learning Arabic as a foreign language

Abstract Research on the relationship between students’ language learning motivation (LLM), strategies (LLS), self-efficacy beliefs (SEB), and achievement in non-European languages has been both limited overwhelmingly cross-sectional, often with little attention paid to their multilingualism. Combining complex dynamic systems sociocultural perspectives, this article reports a study that explored changes LLM, LLS, SEB trajectories of two multilingual students taking Arabic at university Norway over semesters, including how these trajectories, alongside competence, related course. Data were gathered through weekly semi-structured interviews rating scale-based log participants kept LLM SEB, as well exam scores semesters. The results indicated that, although LLS remained fairly consistent or grew more diversified, not completely successful maintaining boosting achievement. However, use varied digital appeared prevent from further weakening. Moreover, participants’ susceptible based different timescales mesogenetic events had pronounced effect one participant while other was sensitive microgenetic events. Finally, despite being multilingual, they unable benefit competence past first semester, indicating all manifestations are useful time, especially when such does contain morphosyntactic awareness component.