Neurolinguistic Perspectives on Gender, Semester Level, and Learning Motivation among Arabic Language Education Students at UNWAHA

Abstract

This study investigates the relationship between neurolinguistic aspects, gender, semester level, and learning motivation among students of the Arabic Language Education Department (PBA) at Universitas KH. A. Wahab Hasbullah (UNWAHA). The research employed a quantitative approach using a Likert-scale questionnaire consisting of 19 items distributed to 40 respondents across different semesters. Data were analyzed by comparing intrinsic and extrinsic motivational components, as well as variations between male and female students. The findings reveal that intrinsic motivation (M = 73.14–79.05) tends to be higher than extrinsic motivation (M = 66.03–70.52), indicating that students’ internal drive plays a more dominant role in their learning process. Moreover, gender differences showed slight variations, with female students generally demonstrating stronger intrinsic motivation. Semester level also appeared to influence motivational trends, with higher-semester students exhibiting more stable intrinsic motivation linked to neurolinguistic adaptability and self-regulated learning strategies. The study concludes that neurolinguistic programming (NLP)-based approaches can effectively enhance students’ motivation and language learning outcomes, suggesting that educators integrate NLP principles into Arabic teaching to foster both cognitive and emotional engagement.