Critical Perspectives on Internal & External Educational Factors in Academic Success: Examining the Experiences of Teachers & Learners

This study examined teachers' and EFL learners' perceptions of the internal and external factors influencing academic success. To achieve this, two scales measuring internal and external factors (IEAS) were developed and validated. The research primarily focused on internal factors like intelligence, self-esteem, introversion, and extraversion, as well as external factors such as intrinsic and extrinsic motivation and socio-cultural status. These factors were selected based on comprehensive frameworks by Dörnyei (2005), Ellis (1994), Horwitz (2000), and Segalowitz (1997). The validated IEAS scales were administered to 35 EFL students and 20 university instructors during their regular courses. The study aimed to identify which internal and external factors most significantly correlate with language acquisition success. The results underscored the importance of incorporating a range of factors, including intelligence, motivation, and socio-cultural status, in understanding the language learning process. Both teachers and learners identified self-esteem and socio-cultural status as particularly crucial for academic success. These findings suggest that fostering self-esteem and acknowledging socio-cultural factors can play a significant role in enhancing academic outcomes in EFL contexts.