Satisfaction and Dissatisfaction in Foreign Language Learning: Insights through Herzberg’s Theory

Noor Aizah Abas, Nadiah Zubbir, Mohamed Hafizuddin Mohamed Jamrus, Nurfarah Saiful Azam, Noor Hanim Rahmat and Marites Adan Doña
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Noor Aizah Abas: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
Nadiah Zubbir: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
Mohamed Hafizuddin Mohamed Jamrus: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
Nurfarah Saiful Azam: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
Noor Hanim Rahmat: Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
Marites Adan Doña: Nihongo Kyoiku Tutorial Service, Meycauayan, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 2361-2373

Abstract: The relationship between motivation and fear directly influences students’ satisfaction levels and dissatisfaction rates while substantially shaping their attitudes and learning outcomes in foreign language education. Motivation drives both engagement and achievement, resulting in satisfaction; however, fears, including fear of judgment and test anxiety, hinder progress and lead to dissatisfaction. The researcher’s experience learning Japanese as a non-native speaker inspired this study, which investigates engaging teaching materials and strategies to sustain learners’ interest. The purpose of this study is to explore the factors that affect students’ satisfaction and dissatisfaction in learning Japanese and English, specifically examining motivation and fear. The study utilized a quantitative survey with a 5-point Likert scale, based on frameworks by Gardner (2001) and Horowitz et al. (1986). The survey comprises three sections: Section A gathers demographic data, Section B includes 11 motivation-related items, and Section C features 33 items on fears related to foreign language learning. The study surveyed 275 undergraduate students from a renowned public university in Malaysia. Findings revealed that satisfaction was driven by engaging activities, collaborative learning, and peer interaction, while dissatisfaction stemmed from communication apprehension, fear of judgment, and test anxiety. A weak but significant positive relationship between satisfaction and dissatisfaction was identified, highlighting their interconnectedness. To enhance learners’ experiences, educators should emphasize collaborative learning, provide formative feedback, and adopt diverse teaching methods. Promoting open communication and self-regulated learning can help balance satisfaction and dissatisfaction. Future research could examine the influence of demographic variables and the long-term impact on language proficiency.

Date: 2025
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