<![CDATA[This study aims to estimate the effect of learning motivation and learning habits interventions on students' English language proficiency, as well as to predict post-intervention achievement trends through a forecasting approach. Using a quasi-experimental design with a pretest-posttest control group and a time-series approach, this study involved 105 fourth-semester students in the English Language Education programme at Muhammadiyah University of Mataram, divided into an experimental group (N=55) and a control group (N=50). Data were collected through questionnaires on learning motivation, learning habits, and an English language proficiency test covering four skill components. Data analysis included independent t-tests, multiple linear regression analysis, and ARIMA forecasting models. The results showed that there was a significant difference between the posttest scores of the experimental group and the control group (t(101) = 7.27; p < 0.001), indicating the effectiveness of the intervention in improving English language skills. Regression analysis revealed that the variables of motivation and study habits contributed 2.6% to English language achievement, although this was not statistically significant (p > 0.05). Predictions of posttest scores over the next four weeks showed a consistent upward trend, confirming the sustainability of the intervention's impact. This study recommends integrating motivational approaches and reinforcing learning strategies in the development of foreign language learning programmes at universities.]]>
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