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All Journal Journal on English as a Foreign Language (JEFL)
Phouanglaphan Phommathep
National University of Laos, Vientiane Capital, Laos
Languange, Linguistic, Communication & Media

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Beyond external support: The primacy of student-related factors in predicting English achievement among Lao EFL university students Khamphone Duangpaserth; Yommala Meunviseth; Khambane Pasanchay; Valine Sisavath; Phouanglaphan Phommathep
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.11192

Abstract

Despite growing concern regarding English language achievement in Lao higher education, empirical evidence on factors associated with students’ academic achievement remains limited. This study examined the relationships between six factors—student, family, teacher, school, social, and accommodation factors—and the academic achievement (CGPA) of Lao EFL students at a public university in Vientiane, Laos. Using a quantitative cross-sectional correlational design, data were collected from 272 randomly selected English-major students through a validated Likert-scale questionnaire (α = .855). Pearson correlation analysis revealed that the Student Factor was the only variable significantly associated with CGPA (r = .140, p < .05), although the relationship was weak. No significant associations were found for the other factors. However, one-way ANOVA and post-hoc comparisons showed significant differences in family factors across achievement groups, F(2, 269) = 4.22, p = .016, with high-achieving students reporting stronger family support than moderate- and low-achieving students. The findings suggest that learner-related characteristics are more closely associated with academic achievement than external factors. The study highlights the importance of fostering learner autonomy and strengthening family support to enhance academic achievement among Lao EFL university students.
Co-Authors Khambane Pasanchay Khamphone Duangpaserth Valine Sisavath Yommala Meunviseth