Afghan EFL learners’ perceptions of private English courses and their perceived role in language development: a case study of Takhar Province

English proficiency is increasingly important for academic and professional advancement in Afghanistan; however, limited empirical evidence exists regarding how learners perceive the role of private English courses in supporting their language learning. This study investigated Afghan EFL learners’ perceptions of private English courses in Takhar Province. Using a quantitative survey design, data were collected from 250 intermediate and advanced learners enrolled in five private language institutes and analyzed using descriptive statistics and multiple linear regression in SPSS. The findings indicate that learners generally held positive perceptions of private English courses, particularly regarding instructional practices, administrative organization, and learning resources. The regression model was statistically significant overall. However, among the three institutional dimensions examined, only Equipment Role was a statistically significant individual predictor of learners’ overall perceived learning experience (β = 0.391, p < 0.001). Administrative Role (β = 0.234, p = 0.092) and Educational Role (β = 0.202, p = 0.112) did not reach statistical significance. These individual coefficients should be interpreted cautiously because of substantial multicollinearity among the predictors. As the study relies on self-reported perceptions rather than objective measures of language proficiency, the findings reflect learners’ evaluations of their learning experiences rather than demonstrated improvements in English proficiency. The study provides context-specific insights into how learners evaluate private English education and may inform discussions about the learning environments and resources offered by private language institutes. Further research using broader samples and objective measures of language proficiency is needed to examine whether these perceptions correspond to measurable learning outcomes.