From support to outcome: Investigating predictors of perceived learning in EFL students across islamic and general universities in Indonesia

Language learning is not merely a cognitive endeavor; it is shaped by students’ emotional experiences and social environment. This study investigates how teacher support, peer support, foreign language anxiety, and demotivation in EFL associate with student engagement and perceived learning outcomes in English language education. A total of 511 university students from 9 Indonesian higher education institutions located in 5 provinces in Indonesia participated in the research. Data were analyzed using Structural Equation Modelling (SEM) to examine the direct and indirect effects among variables. The findings suggested that teacher and peer support are associated with higher levels of engagement, and surprisingly, anxiety and demotivation, often viewed as barriers, can under specific conditions contribute to student learning. This research addresses a critical gap by integrating effective and social variables into a single predictive model, offering a more nuanced understanding of language learning processes. Academically, it advances engagement theory in EFL contexts. Practically, the study implies that English instruction should prioritize emotionally supportive environments and peer collaboration to potentially support confidence, resilience, and long-term language development in both general and Islamic higher education institutions.