<![CDATA[This study investigates the interplay between language environment, school background, and learning motivation in shaping English learning outcomes in Islamic higher education. Using a quantitative correlational design with path analysis, the research examines the direct and indirect effects of these factors on students’ English proficiency. Data were collected from 77 undergraduate students at IAIN Sultan Amai Gorontalo through objective tests and questionnaires. The findings highlight that motivation plays a crucial mediating role, explaining 27.98% of the variance in learning outcomes. While language environment has a significant indirect effect through motivation (1.60%), its direct influence is minimal (0.31%). Similarly, school background does not directly impact learning achievement, suggesting a "transitional reset effect" in educational adaptation. These results challenge traditional assumptions about environmental and prior learning influences, emphasizing the need for motivation-enhanced educational strategies. The study implication to theoretical models of second language acquisition by integrating institutional and psychological perspectives, particularly within Islamic higher education contexts. Practically, it underscores the importance of culturally responsive curricula, motivation-driven teaching strategies, and structured transition support for students.]]>
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