Mohammad Ali Enshaei Behsaraei, Ehsan Hadipour Fard, Mohammad Bavali
The procedure of learning a language individually differs, akin to the interfering emotional factors; These interventionist elements may hinder or facilitate learning. Krashen (1982) asserted that language could be acquired through comprehensible input and low affective factors. The main purpose of this paper is to propose a model on the procrastinating relationship between affective factors on one hand and language proficiency on the other, using structural equation modeling. The study was performed on one hundred and fifty university students. The study findings revealed an excellent match between the data and the model, as the Chi-square (CMIN/DF) value is 0.410. Furthermore, the study’s Goodness of fit (GFI) value reached 0.995, indicating an excellent fit. The Baseline Comparison revealed a comparative fit index (CFI) 1, surpassing the threshold of 0.95 for an excellent fit. More specifically, the current study has sought to develop and validate a structural equation model explaining the relationship between the affective factors of motivation, anxiety, self-confidence, and attitude in terms of language proficiency among EFL learners. Results indicate that while anxiety negatively impacts proficiency, motivation, and attitude have a positive effect on learners’ grammatical knowledge and reading comprehension. It also allows a glimpse into how these emotional variables can be managed to facilitate improvement in language learning outcomes, consequently contributing to both theoretical and pedagogical practices in the EFL context.