<![CDATA[This study investigates the influence of learning interest, learning motivation, learning environment, and reading habits on students’ vocabulary mastery in an English as a Foreign Language (EFL) context. The objective of the research is to examine both the direct and collective effects of these affective, environmental, and behavioral factors on vocabulary mastery. A quantitative correlational design was employed, involving 100 third-semester students of the English Education Department at UIN Alauddin Makassar. Data were collected through validated questionnaires measuring learning interest, motivation, learning environment, and reading habits, as well as a vocabulary mastery test. The data were analyzed using multiple linear regression and Structural Equation Modeling (SEM). The findings reveal that reading habits have a significant and positive direct effect on students’ vocabulary mastery, while learning interest, learning motivation, and learning environment do not show significant direct effects when examined simultaneously. However, covariance analysis indicates strong interrelationships among all independent variables, suggesting that interest, motivation, and environment indirectly support vocabulary development through reading behavior. The novelty of this research lies in integrating regression analysis and SEM to demonstrate both direct and indirect pathways influencing vocabulary mastery. These findings advance current knowledge by emphasizing the central role of sustained reading practices in EFL vocabulary acquisition and offer implications for instructional design that prioritizes reading engagement. Future research is encouraged to explore mediating and longitudinal effects to further clarify causal mechanisms.]]>
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