Grounded in the Theory of Planned Behavior, the Theory of Reasoned Goal Pursuit, and recent emotion research in applied linguistics, this study examined how five psychological factors—attitude toward behavior (AB), subjective norms (SN), perceived behavioral control (PBC), enjoyment, and anxiety—shape students’ intention to learn Arabic as a Foreign Language (AFL). Data from 213 AFL learners enrolled in Indian universities were analyzed with four reflective–formative models in SmartPLS 4. Model One showed that AB, SN, and PBC positively predicted intention, anxiety had a negative effect, and enjoyment was not significant. Model Two indicated that SN positively influenced intention, AB, PBC, and enjoyment while simultaneously reducing anxiety. Model Three identified PBC as the strongest predictor of intention and as a positive driver of AB and enjoyment as well as a reducer of anxiety. Model Four confirmed that anxiety exerted a negative impact on all other constructs, especially enjoyment and intention.
Collectively, the findings highlight intention—not motivation—as the central predictor of language-learning behavior. Across all models, AB, SN, and PBC consistently shaped intention and emotional engagement, with SN’s role particularly salient in collectivist contexts such as India, where social norms strongly affect language choices. The results underscore the importance of addressing anxiety, fostering learner autonomy, and strengthening social support to enhance engagement. Consequently, curriculum designers and educators should integrate these insights, focusing on factors that bolster or hinder intention, to improve foreign-language outcomes.