Abstract

The main purpose of this research deals with the way that affective factors influence the teaching-learning process of Arabic through the exposition and analysis of recent studies concerning this subject. The article also contemplates to what extent professors can contribute in order to make the process of teaching/learning more efficient and effective. This article develops an empirical investigation based on questionnaires made regarding the degree of influence that affective factors can exert over students learning Arabic as a foreign language in a university setting.