Acquisition of Vocabulary Among Arab ESL Learners: An Empirical Analysis of Affective Factors

Abstract

This research investigates the multifaceted impact of affective factors on English vocabulary acquisition among Arab learners of English as a Second Language (ESL). A quantitative, cross-sectional research design was employed, involving 165 Arab ESL learners enrolled at a language center in Kuala Lumpur. Data were collected using a systematic questionnaire and vocabulary tests and analyzed through Structural Equation Modeling (SEM) with Smart PLS software (Version 4.0). The methodology validated constructs and tested hypothesized relationships. Results demonstrated that intrinsic motivation, self-confidence, and attitudes significantly enhance vocabulary size and depth, while anxiety had a negligible negative effect. Attitudes toward the target language showed the strongest influence, followed by intrinsic motivation and self-confidence. Together, these affective factors explained a significant variance in vocabulary acquisition. This study highlights the importance of creating supportive, culturally relevant learning environments tailored to Arab learners. By addressing affective dimensions, educators and policymakers can foster more effective vocabulary acquisition strategies. These findings contribute to theoretical advancements in second language acquisition (SLA) and offer practical insights for ESL pedagogy.