INVESTIGATING THE RELATIONSHIP BETWEEN TEACHER IMMEDIACY, STUDENT ENGAGEMENT, AND ENGLISH LEARNING ACHIEVEMENT

Abstract This study examines the interaction between student engagement, teacher immediacy, and English learning achievement among secondary school and university students in Cirebon, West Java. The urgency of this research lies in the high levels of English learning achievement, which negatively affect students’ learning performance. Using path analysis on data from 289 participants, the results show that teacher immediacy significantly mediates the relationship between student engagement and English learning achievement (indirect effect = 0.281, p < 0.05). The model accounts for 31.5% of the variance in English learning achievement (R² = 0.315). These findings highlight the crucial role of self-regulation and metacognitive strategies in reducing anxiety and enhancing learning effectiveness. This research supports the need for intervention programs that strengthen student engagement and teacher immediacy, particularly within the local educational and cultural context of Cirebon. Further studies are recommended to explore other contextual factors more deeply.