jetpr Journal of Education, Theory and Practical Research 2149-7702 2587-0718 Sabri SİDEKLİ 10.38089/ekuad.2026.257 Psychological Foundations of Education Curriculum and Instration (Other) Eğitimin Psikolojik Temelleri Eğitim Programları ve Öğretim (Diğer) The Relationship Between Engagement Levels of EFL Learners and Their Academic Achievement: A Comparison Across Proficiency Levels The Relationship Between Engagement Levels of EFL Learners and Their Academic Achievement: A Comparison Across Proficiency Levels https://orcid.org/0000-0002-6509-7304 Ceylan Ali MANISA CELAL BAYAR UNIVERSITY https://orcid.org/0000-0002-5759-7392 Korkmaz Hüsem Manisa Celal Bayar University School of Foreign Languages 04 30 2026 12 1 104 120 02 18 2026 04 21 2026 Copyright © 2015, Journal of Education, Theory and Practical Research 2015 Journal of Education, Theory and Practical Research

Engagement has emerged as a determinant of success in second language acquisition research. However, its relationship with achievement across distinct skill areas and proficiency levels remains insufficiently understood in intensive EFL contexts. This study examined the relationship between multidimensional learner engagement and academic achievement in Turkish EFL classes and investigated whether this relationship varied across English proficiency levels. A quantitative correlational design was employed with 296 university-level English preparatory students. Engagement data were collected via an EFL engagement scale, while academic achievement was operationalized through institutional records comprising overall achievement scores and separate speaking, writing, and participation scores. Pearson product-moment correlation analyses and one-way ANOVAs were conducted to examine engagement-achievement associations and proficiency-level differences, respectively. Overall engagement was positively correlated with academic achievement. Sub-dimension analyses revealed that self-confidence and motivation were significant correlates of speaking performance, while problem-solving was the sole significant predictor of writing. Participation demonstrated the broadest pattern of significant associations, co-occurring with metacognitive, critical thinking, problem-solving, and motivational engagement. Writing showed the strongest relationship with composite achievement. ANOVAs indicated no significant proficiency-level differences for overall engagement or most sub-dimensions. However, self-confidence differed significantly across proficiency groups, with A2 learners reporting lower self-confidence than B1 and B2 peers. The findings suggest that engagement-achievement associations are skill-specific rather than uniform, and that proficiency level exerts a selective effect, primarily on self-confidence. These results highlight the importance of differentiated instructional strategies that target relevant engagement dimensions in high-stakes EFL programs.

Engagement has emerged as a determinant of success in second language acquisition research. However, its relationship with achievement across distinct skill areas and proficiency levels remains insufficiently understood in intensive EFL contexts. This study examined the relationship between multidimensional learner engagement and academic achievement in Turkish EFL classes and investigated whether this relationship varied across English proficiency levels. A quantitative correlational design was employed with 296 university-level English preparatory students. Engagement data were collected via an EFL engagement scale, while academic achievement was operationalized through institutional records comprising overall achievement scores and separate speaking, writing, and participation scores. Pearson product-moment correlation analyses and one-way ANOVAs were conducted to examine engagement-achievement associations and proficiency-level differences, respectively. Overall engagement was positively correlated with academic achievement. Sub-dimension analyses revealed that self-confidence and motivation were significant correlates of speaking performance, while problem-solving was the sole significant predictor of writing. Participation demonstrated the broadest pattern of significant associations, co-occurring with metacognitive, critical thinking, problem-solving, and motivational engagement. Writing showed the strongest relationship with composite achievement. ANOVAs indicated no significant proficiency-level differences for overall engagement or most sub-dimensions. However, self-confidence differed significantly across proficiency groups, with A2 learners reporting lower self-confidence than B1 and B2 peers. The findings suggest that engagement-achievement associations are skill-specific rather than uniform, and that proficiency level exerts a selective effect, primarily on self-confidence. These results highlight the importance of differentiated instructional strategies that target relevant engagement dimensions in high-stakes EFL programs.

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