Browsing by Author "HIOUANI Chahinez"

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    Factors Influencing Second Language Acquisition: A Study of Cognitive, Affective, and Social Variables among University EFL Learners
    (University centre of Maghnia, 2026-11-03) HIOUANI Chahinez
    Abstract The present study examines the factors influencing second language acquisition among university EFL learners, focusing on six variables: learning strategies, memory, motivation, anxiety, peer interaction, and exposure to English. The theoretical framework presented SLA as a multidimensional process influenced by cognitive, affective, and social conditions. The practical part adopted a mixed-methods approach involving 100 university students, together with selected student and teacher interviewees. Data were collected through a 24-item questionnaire, an English language proficiency test covering reading, grammar and vocabulary, writing, and speaking, and semi-structured interviews. The findings showed relatively high levels of learning strategies, motivation, and peer interaction, while memory and exposure to English were somewhat lower and anxiety remained at a moderate level. Learners obtained an overall proficiency mean of 66.17 out of 100, with intermediate learners representing the largest group. Correlation analysis revealed positive relationships between learning strategies, memory, motivation, peer interaction, and exposure to English and English proficiency, whereas anxiety demonstrated a strong negative relationship. At the broader level, affective variables showed the strongest relationship with proficiency, and regression analysis confirmed their stronger contribution compared with cognitive and social variables. The qualitative findings supported these results by highlighting the importance of motivation, learning habits, interaction, and exposure, while identifying fear of mistakes and speaking anxiety as important obstacles. The study therefore concludes that successful second language acquisition depends on the interaction of cognitive, affective, and social factors and recommends supportive classroom environments, effective strategy instruction, stronger motivation, reduced language anxiety, greater peer interaction, and more opportunities for authentic exposure to English.