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Language learning is a multifaceted journey, often marked by moments of satisfaction and frustration. Embarking from that, it is crucial to comprehend the factors contributing to student satisfaction and the factors that lead to dissatisfaction in order to enhance the overall effectiveness of language learning. This quantitative study aims to delve into the motivational factors influencing Japanese language learning among undergraduate students in a public university in Malaysia. A purposive sample of 138 participants participated in the survey. The survey instrument employed is a 5-point Likert scale, adapted from Herzberg's Herzberg et al (1959) theory, Gardner (2001) for satisfiers and Horwitz et al (1986) for dissatisfiers. The survey is structured into four sections. Based on the findings, in terms of satisfiers, consistent class attendance and various positive learning factors are crucial for fostering a positive and motivating language education environment. On the other hand, dissatisfiers significantly impact communication apprehension in foreign language learning, revealing various challenges and concerns. The findings highlight the significant impact of dissatisfiers on students' fear of negative evaluation and apprehension about the instructor's readiness to correct mistakes. Importantly, there is no statistically significant association between satisfiers and dissatisfiers in the context of metacognitive and affective strategies. Future research should explore the impact of technology on language learning satisfaction, investigate cultural factors shaping motivations and anxieties, conduct longitudinal studies on teaching interventions, and examine individual differences in relation to the interplay between satisfiers and dissatisfiers in language education.
Zubbir et al. (Thu,) studied this question.