<![CDATA[English proficiency and self-efficacy have been widely recognized as key factors influencing success in language learning. While a growing body of empirical research has examined the relationship between these two constructs, the literature remains fragmented. Consequently, a comprehensive synthesis is needed to clarify research trends, identify dominant themes, and propose an integrative conceptual framework. This study aims to systematically review and synthesize existing research on English proficiency and self-efficacy in language learning. Employing a Systematic Literature Review (SLR) design, this study follows established review protocols involving systematic article searching, screening, critical appraisal, and thematic synthesis. Peer-reviewed journal articles were retrieved from major academic databases using the keywords “English proficiency” and “self-efficacy”. The selected studies were analyzed to identify publication trends, research contexts, methodological patterns, and core thematic relationships between the two constructs. The findings reveal that research on English proficiency and self-efficacy has increased significantly in recent years, particularly within EFL and ESL contexts. The reviewed studies indicate that self-efficacy consistently plays a facilitative role in the development of English proficiency across language skills, including speaking, writing, reading, and listening. Based on the synthesized evidence, this study proposes a conceptual framework that integrates self-efficacy, English proficiency, and contextual factors within language learning processes.]]>
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