Modelling the Pathways from Motivation to English Proficiency: The Mediating Roles of Self-Efficacy and Language Learning Strategies in EFL Context

Authors

  • Faiz Algobaei

    Sciences and General Studies Department, Al-Fayha Private College, Al Jubail City 35811, Saudi Arabia
  • Elham Alzain

    Applied College in Abqaiq, King Faisal University, Al-Ahsa 31982, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i10.11711
Received: 18 August 2025 | Revised: 9 September 2025 | Accepted: 19 September 2025 | Published Online: 16 October 2025

Abstract

This study investigates the interrelationships among intrinsic motivation (INM), extrinsic motivation (EXM), self-efficacy (SE), language learning strategies (LLS), and English proficiency (EP) within a unified Structural Equation Modeling (SEM) framework. The model integrates Self-Determination Theory (SDT), Social Cognitive Theory (SCT), and Oxford's Strategy Inventory for Language Learning (SILL). Data were collected from 303 undergraduate English as a Foreign Language (EFL) learners in Saudi Arabia and Yemen using a survey. The SEM analysis revealed that INM significantly  predicted both SE (β = 0.530, p < 0.001) and EP (β = 0.228, p < 0.01), whereas EXM showed no significant direct or indirect effects. SE strongly predicted LLS use (β = 0.676, p < 0.001), which in turn was a robust predictor of EP (β = 0.523, p < 0.001). Mediation analyses supported the sequential pathway from INM through SE and LLS to EP (β = 0.187, p < 0.001). This confirms SE and LLS use as key cognitive and behavioral mechanisms linking motivation to outcomes. The model explained 42% of the variance in proficiency, 45.7% in LLS, and 32.7% in SF. These findings extend prior EFL research by empirically validating a combined theoretical approach and demonstrating that INM rather than EXM drives proficiency gains via cognitive beliefs and strategic behaviors. The results have theoretical and practical implications, informing curriculum design, instructional practices, and learner support strategies in Middle Eastern EFL contexts.

Keywords:

Intrinsic Motivation; Extrinsic Motivation; Self-Efficacy; Language Learning Strategies; English Proficiency; Structural Equation Modeling

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How to Cite

Algobaei , F., & Alzain, E. (2025). Modelling the Pathways from Motivation to English Proficiency: The Mediating Roles of Self-Efficacy and Language Learning Strategies in EFL Context. Forum for Linguistic Studies, 7(10), 1509–1524. https://doi.org/10.30564/fls.v7i10.11711

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Vol. 7 , Iss. 10 (October 2025)

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Copyright © 2025 Faiz Algobaei , Elham Alzain

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