Abstract:

In Algeria, middle school students are expected to develop literacy in three languages: Standard Arabic (SA), French, and English. This multilingual context increases the
complexity of language learning and underscores the need to understand individual differences such as mastery motivation, which has not previously been examined in this setting. This study addressed this gap by developing and validating a Language Mastery Questionnaire (LMQ) to assess students’ mastery motivation across the three languages and to explore how these domains interrelate.

The LMQ measures students’ drive to persist in language learning despite challenges. A quantitative design was employed using a five-point Likert scale. The questionnaire was administered in pen-and-paper format to 240 students from five public middle schools in Algeria. Exploratory and confirmatory factor analyses revealed acceptable model fit indices (Chi-square = 1249.77, df = 679, RMSEA = 0.07, CFI = 0.90, TLI = 0.90, SRMR = 0.06), and item loadings ranged from moderate (.47) to strong (.79) across the factors. The LMQ demonstrated high internal consistency (Cronbach’s alphas: Standard Arabic (SA): .77 French: .86 and English: .83), confirming its reliability.

Correlation analyses revealed significant relationships among the three languages. French and English were strongly correlated (r = .75), suggesting transfer of skills and comprehension between the two foreign languages. SA and French showed a moderate correlation (r = .52), which may reflect the complex linguistic–historical context of Algeria and its long-standing bilingual influence. Gender-related differences also emerged: female students reported higher levels of language mastery in SA and English, whereas both female and male students reported relatively lower mastery in French.

These findings highlight the nuanced position of French, which remains closely tied to colonial history and is often taught as a quasi-native rather than a foreign language. Practically, the LMQ can help teachers identify students who may need targeted support in specific languages and monitor changes in their motivation following instructional interventions. The results can also inform curriculum designers and school leaders about how to balance the three languages and address gender differences in language mastery motivation. More broadly, the instrument can be adapted to other multilingual contexts to guide evidence-based decisions about language policy and classroom practice.

Keywords:

Mastery motivation, multilingual education, instrument validation, Standard Arabic, French, English, Algeria.