Multidimensional predictors of English language proficiency: MSEM analysis in Saudi EFL students in higher education
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Abstract
Grounded in Self-Determination Theory and the PERMA well-being framework, this multilevel study surveyed 3,980 Saudi English-major undergraduates nested within 185 professors and 91 academic advisors to examine how student characteristics, professors’ need-supportive teaching (NST), and advisors’ well-being jointly influence English Language Proficiency (ELP). Earlier age of English acquisition negatively predicted ELP, whereas higher motivation, favorable personality traits, and positive attitudes showed significant positive effects; a reading-oriented learning style had a small negative association and gender effects were nonsignificant. When professor-level variables were added, instructional involvement emerged as the strongest NST dimension, significantly boosting student proficiency. Advisor analyses revealed that advisors’ positive relationships dimension uniquely elevated ELP after accounting for student and professor factors. Collectively, the integrated model explained nearly half of the variance in proficiency, underscoring that motivated learners achieve higher ELP when guided by involved professors and relationally engaged advisors within Saudi higher education.
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Introduction -- Literature review -- Methodology -- Results -- Discussion -- Conclusion
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Ph.D.