<![CDATA[This study examines the effects of English Language Competence and Technology Readiness on Graduate Employability among diploma graduates of the XY Study Program working in the digital business sector. A quantitative causal-explanatory design was employed, involving 80 respondents selected through simple random sampling from a population of 100 graduates, with the sample size determined using the Slovin formula. Data were collected using a Likert-scale questionnaire developed from the Common European Framework of Reference for Languages (CEFR), the Technology Readiness Index (TRI), and the employability dimensions of Fugate, Kinicki, and Ashforth, and were analyzed using multiple linear regression following instrument validity and reliability testing and classical assumption testing. The partial test (t-test) results indicate that English Language Competence has a positive and statistically significant effect on Graduate Employability (B = 0.119; p = 0.038), whereas Technology Readiness shows no statistically significant effect (B = −0.061; p = 0.627). The simultaneous test (F-test) indicates that the two predictors jointly do not have a statistically significant effect on Graduate Employability (F = 2.232; p = 0.114), explaining only 5.5 percent of its variance (R² = 0.055). These findings suggest that, within this sample, English competence is a more consistent determinant of employability than general technology readiness, and they are discussed in relation to instrument reliability limitations and prior employability research. The study offers theoretical insight into the differential role of language- and technology-related competencies within the employability framework, and practical implications for curriculum development in vocational business education.]]>
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