Abstract
This paper documents the motivations, attitudes, and language learning strategies of Muslim Kazakhstani university students studying Arabic as a fourth or fifth language (L4/L5) in Kazakhstan. Drawing on Norton’s (2000) investment theory, the study analysed ten students’ written narratives and semi-structured interviews to explore their motivations for investing/disinvesting in learning Arabic, their perceptions of Arabic and Arab culture, and their strategic language learning efforts. Findings reveal that religious motivations significantly drive Arabic language learning among participants, who view mastering Arabic as essential for a deeper understanding of Islamic teachings, providing spiritual and emotional fulfilment. Some participants also noted the pragmatic benefits of Arabic proficiency, such as enhanced career prospects in Kazakhstan and the Gulf states. While generally positive toward Arab culture, participants acknowledged pre-existing stereotypes, which diminished as they engaged more deeply with Arabic. Challenges, such as the gap between mainstream and religious schooling backgrounds and the complexity of Arabic-only instruction, led to two participants’ disinvestment. This study highlights the role of near-peer role models and calls for more research into how learning languages other than English (LOTEs) supports intercultural development, global citizenship, and peacebuilding, considering the lens of religious attitudes and religiosity.