Affect and investment in language learning: the case of English in Saudi Arabia.

Abstract

This study examines how affective experiences shape students’ investment in learning English within a preparatory programme at a Saudi Arabian university. It argues that affect is not merely a psychological state but is also a social force that shapes how students engage, belong and construct meaning in English learning contexts. Adopting an interpretivist research paradigm, the study implemented a qualitative research approach and utilised a descriptive case study design. Data were collected using two open-ended questionnaires and two narrative writing tasks administered to Saudi Arabian first-year preparatory university students. The questionnaires were completed by 394 students (Questionnaire 1 and Narrative 1) and 230 students (Questionnaire 2 and Narrative 2). A thematic analysis was employed to identify patterns across emotional experiences, motivational processes and investment trajectories. The findings show that emotions such as confidence, pride and enjoyment induced sustained investment, whereas frustration, fear and anxiety (test anxiety, the fear of negative evaluation and communication apprehension) led to withdrawal, avoidance, and defensive learning postures. This study reveals that the emotions experienced by students were, at times, socially mediated through teacher behaviour, assessment pressure, and peer judgment, showing that affect and investment are dynamically linked. Two emergent concepts in language learning, namely emotional detachment and emotional displacement, explain how students redirect or suppress negative emotions in response to repeated failure or exclusion, demonstrating that affect can reshape long-term motivation and investment. The study introduces the affective pathways model of investment, which integrates emotion, identity, and engagement, to understand a student’s lived experiences of language learning. This contribution expands current theoretical understandings and demonstrates the methodological value of large-scale qualitative design. It aligns its pedagogical significance with Saudi Arabia’s Vision 2030 and the Graduate Attributes Framework, which emphasise developing confident, adaptable, and globally competent graduates prepared for meaningful participation in an interconnected world.