This study investigates motivational development among Arab undergraduate students in Israel enrolled in Arabic-language education programs, focusing on those learning Hebrew as a second language (L2). Guided by Dörnyei’s (2009) L2 motivational self-system, the study examines how motivation varies across academic years (first, second, and third) and between students with learning disabilities (LD) and their peers. The framework conceptualizes motivation through three interrelated dimensions: the ideal L2 self, the ought-to L2 self, and the L2 learning experience. Given the centrality of motivation in sustaining second language learning, and in light of recent conceptual models that highlight its interrelation with broader self-regulatory processes (e.g., Henry & Liu, 2024), this study focuses specifically on motivational development as assessed by the FLAG questionnaire (Cid et al., 2009), which includes subcomponents such as general motivation, language self-efficacy, professional and academic orientation, and attitudes toward instruction.

The sample included 652 participants, and multivariate analyses revealed significant effects of both academic year and LD status, as well as their interaction. Students without LD demonstrated consistent motivational growth across the three years, particularly in language self-efficacy and professional orientation. In contrast, students with LD began their studies with lower motivational levels and showed slower, less consistent improvement across time. A comparative analysis of the trajectories showed that while the motivational profile of typical students followed a steady upward trend, students with LD displayed more fluctuation and a less linear developmental path. However, in some subcomponents, such as general motivation and certain aspects of instructional engagement, parallel developmental trends were observed between both groups. These areas of convergence may indicate that certain motivational resources are equally responsive to the broader academic environment, regardless of learner profile.

These findings underscore the importance of recognizing intra-group variability in L2 motivation within higher education systems. They highlight the need for institutional practices that not only address motivational gaps but also build upon shared developmental strengths. The study contributes empirical evidence to ongoing discussions on inclusive L2 education and provides a foundation for designing pedagogical supports that foster sustained engagement, particularly among students with learning disabilities who may face additional linguistic and cognitive barriers.

Keywords: L2 motivation, Learning disabilities, Higher education, Arab students, Hebrew.