Structural Modeling of EFL Academic Emotions, Motivation for Learning, Reading Performance and Writing Proficiency: Exploring the Mediating Role of Self-efficacy

This study employed structural equation modelling (SEM) to investigate the interplay among self-efficacy, academic emotions, motivation for learning, and speaking performance among 384 English as a Foreign Language (EFL) learners selected through convenience sampling. With a growing emphasis on the multifaceted nature of language learning, understanding the dynamics between these variables is crucial for designing effective language education interventions. The primary objective was to discern the direct and indirect relationships between self-efficacy, academic emotions, motivation for learning, and speaking performance among EFL learners. To achieve this, quantitative data were collected through surveys administered to a sample of EFL learners, and SEM was employed for data analysis. The results revealed several significant findings. Firstly, self-efficacy positively influenced both motivation for learning and academic emotions. Secondly, motivation for learning was found to be a key predictor of speaking performance, mediating the relationship between self-efficacy and speaking performance. Thirdly, academic emotions significantly shaped EFL learners' motivation for learning and speaking performance. These findings underscore the importance of addressing learners' self-efficacy beliefs, fostering positive academic emotions, and enhancing motivation for learning to improve speaking performance in EFL contexts. The study highlighted the need for educators to implement comprehensive approaches that consider learners' psychological factors alongside linguistic development. In conclusion, this research contributes to the existing literature by elucidating the intricate relationships between self-efficacy, academic emotions, motivation for learning, and speaking performance among EFL learners.