<![CDATA[This study aims to examine how English achievement differs across learning durations based on different proficiency levels and to explore students’ experiences regarding the influence of learning duration on their language learning process. Employing a mixed-methods explanatory sequential design, 189 EFL students were categorized into B1, B2, C1, and C2 levels using placement tests. Quantitative data were collected through a learning duration questionnaire and four English proficiency assessments, analyzed using Two Way ANOVA. The results revealed statistically significant differences in learning duration (Sig.0.000<0.05), proficiency level (Sig. 0.000<0.05), and their interaction (Sig. 0.000 < 0.05) on academic English achievement, indicating that achievement outcomes varied according to both learning duration and proficiency levels. Qualitative data from in-depth interviews with 24 students were analyzed thematically. The findings revealed that longer learning durations enhanced language comprehension, self-regulation, and academic focus, especially among advanced-level students. However, some lower-proficiency learners reported cognitive fatigue and declining engagement during extended sessions. These results suggest that optimizing the duration of learning activities according to learners’ proficiency levels is essential to promote effective academic outcomes in English as a Foreign Language (EFL) instruction. The study underscores the value of differentiated time allocation to support both cognitive and emotional aspects of language learning.]]>
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