Confirmatory Factor Analysis of EFL Learners’ Attitudes, Beliefs, and Practices Toward English Language Learning and Achievement

This research investigates the psychometric properties of an instrument developed to assess Indonesian EFL learners' attitudes, beliefs, and practices (ABP) related to English language learning and achievement. The instrument was specifically crafted to capture cognitive, affective, and behavioral tendencies that may influence second language acquisition. Confirmatory Factor Analysis (CFA) using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was utilized to examine the model’s construct validity and reliability. The findings revealed that the attitude and belief components showed adequate internal consistency, as indicated by acceptable values of Cronbach’s Alpha and Composite Reliability. Conversely, the practice construct displayed weaker reliability with several indicators contributing less substantially. Discriminant validity was supported through both Fornell-Larcker and HTMT assessments. While overall model fit was marginally below ideal thresholds, shortcomings were largely associated with the practice component. These insights highlight the necessity for further refinement of the instrument, especially for application in diverse sociocultural ELT contexts, and suggest directions for future research and instructional improvements.