Rising levels of immigration, especially from the Middle East and North Africa, have led to significant socio-demographic changes and increasing levels of linguistic diversity in Scandinavian countries. In parallel with these developments, a growing number of students in Norway, Sweden, and Denmark have started to learn Arabic at school and university. Learning Arabic presents both challenges and opportunities. For example, it furthers the goal of states to develop multilingual citizens, yet it also tasks educational institutions with designing Arabic courses that reflect the interests and aspirations of their students and provide them with the tools to make sustained progress. In order to accomplish this, it is important to first understand what motivates students to learn Arabic and the extent to which they use self-regulatory strategies to enhance their learning. This article reports on a study that explored the self-regulation and language learning motivation of university students (N = 96) learning Arabic in Norway, Sweden, and Denmark. The findings revealed that the Norwegian, Swedish, and Danish participants differed statistically significantly in their motivation to learn Arabic. Statistically significant gender differences were also found with respect to the participants’ self-regulation. The study provides important insights into student metacognition, autonomy, and motivation to learn non-European languages in the Scandinavian context.

中文翻译：

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在斯堪的纳维亚学习阿拉伯语：动机、元认知和自主

不断上升的移民水平，尤其是来自中东和北非的移民，导致斯堪的纳维亚国家的社会人口结构发生重大变化，语言多样性水平不断提高。在这些发展的同时，越来越多的挪威、瑞典和丹麦的学生开始在学校和大学学习阿拉伯语。学习阿拉伯语既是挑战，也是机遇。例如，它进一步推动了国家发展多语种公民的目标，但它还要求教育机构设计反映学生兴趣和愿望的阿拉伯语课程，并为他们提供持续进步的工具。为了实现这一点，重要的是首先要了解是什么促使学生学习阿拉伯语以及他们在多大程度上使用自我调节策略来加强学习。本文报告了一项研究，该研究探索了挪威、瑞典和丹麦的大学生（N = 96）学习阿拉伯语的自我调节和语言学习动机。调查结果显示，挪威、瑞典和丹麦的参与者在学习阿拉伯语的动机上存在显着差异。在参与者的自我调节方面也发现了统计学上显着的性别差异。该研究为学生在斯堪的纳维亚语境中学习非欧洲语言的元认知、自主性和动机提供了重要见解。本文报告了一项研究，该研究探索了挪威、瑞典和丹麦的大学生（N = 96）学习阿拉伯语的自我调节和语言学习动机。调查结果显示，挪威、瑞典和丹麦的参与者在学习阿拉伯语的动机上存在显着差异。在参与者的自我调节方面也发现了统计学上显着的性别差异。该研究为学生在斯堪的纳维亚语境中学习非欧洲语言的元认知、自主性和动机提供了重要见解。本文报告了一项研究，该研究探索了挪威、瑞典和丹麦的大学生（N = 96）学习阿拉伯语的自我调节和语言学习动机。调查结果显示，挪威、瑞典和丹麦的参与者在学习阿拉伯语的动机上存在显着差异。在参与者的自我调节方面也发现了统计学上显着的性别差异。该研究为学生在斯堪的纳维亚语境中学习非欧洲语言的元认知、自主性和动机提供了重要见解。在参与者的自我调节方面也发现了统计学上显着的性别差异。该研究为学生在斯堪的纳维亚语境中学习非欧洲语言的元认知、自主性和动机提供了重要见解。在参与者的自我调节方面也发现了统计学上显着的性别差异。该研究为学生在斯堪的纳维亚语境中学习非欧洲语言的元认知、自主性和动机提供了重要见解。