Mapping the Interconnection of Social Emotional Competence, Self-Efficacy, and Self-Agency in the Digital EFL Environment: A Mixed Method Study

Abstract

This study investigated the interconnection among social-emotional competence, self-efficacy, and self-agency in the digital English as a Foreign Language (EFL) environment. Using a convergent mixed methods design, the study examined the relationships among these constructs and explored their relevance to students’ experiences in technology-mediated language learning. The participants were undergraduate students from two private universities in Jakarta, Indonesia, with prior experience in online or blended EFL learning. Quantitative data were collected through three Likert-scale questionnaires, while qualitative data were planned through semi-structured interviews to enrich the interpretation. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. The findings showed that social-emotional competence, self-efficacy, and self-agency were positively related, with self-efficacy emerging as the strongest predictor of self-agency. These results highlight the central role of self-efficacy in fostering learner agency and suggest that emotionally supportive and confidence-building digital EFL environments are