English proficiency is crucial for Saudi Arabia's economic and social advancement, leading to significant government investment in English language education. Self-efficacy, the belief in one's ability to succeed, is a key factor influencing learner engagement and persistence. The increasing use of technology, particularly learning management systems like Blackboard, offers new opportunities for language learning. However, the interplay between self-efficacy, technology integration (via Blackboard), and English proficiency, and their combined impact on academic achievement in the Saudi context, remains under-researched. This study aims to address this gap by developing and testing a structural model that explores these relationships. The study hypothesizes a significant correlation and causal impact of self-efficacy, Blackboard use, and English proficiency on Saudi EFL students' academic achievement, and that academic achievement can be predicted by these variables.

The literature review examines three main areas: self-efficacy in language learning, technology integration (specifically Blackboard) as a language-learning tool, and English language proficiency among Saudi EFL students. Regarding self-efficacy, studies consistently show a positive correlation between high self-efficacy and increased motivation, persistence, and academic achievement in language learning. Research on Blackboard highlights its potential to enhance engagement, collaboration, and access to learning resources, though challenges such as technical issues and digital literacy are also noted. Studies on Saudi EFL students' English proficiency reveal varying levels of competency across different skills and identify factors such as limited exposure to authentic English, insufficient speaking practice, and language anxiety as contributing to challenges. While some research addresses individual components, a comprehensive model integrating self-efficacy, technology integration (Blackboard), and English proficiency to predict academic achievement in the Saudi EFL context is lacking, forming the basis for this study.

This quantitative correlational study used a stratified random sample of 590 Saudi university students (290 male, 300 female) across four academic years. Data were collected using three questionnaires: a six-item self-efficacy scale (Gonzales, 2006), a 16-item Blackboard usage scale (adapted from Ali et al., 2019), and a 35-item English proficiency scale (Makewa et al., 2013). The questionnaires, administered via Google Forms, measured self-efficacy, Blackboard integration, English proficiency (perceived proficiency, student-related factors, and teacher-related factors), and students' grade point averages (GPAs) as a measure of academic achievement. Face validity was assessed by experts, while construct validity and reliability were assessed using correlation coefficients and Cronbach's alpha, respectively. Data analysis involved Pearson's correlation coefficient, structural equation modeling (SEM) with path analysis using AMOS, and multiple regression analysis using SPSS. Multicollinearity and normality were checked before SEM.

Pearson's correlation analysis showed significant positive correlations among all study variables (self-efficacy, Blackboard use, English proficiency, and academic achievement), all significant at p ≤ 0.01. SEM path analysis revealed a well-fitting model (χ² = 301.84, CFI = 0.973, RMSEA = 0.051, GFI = 0.953). Key findings include: a significant positive direct effect of Blackboard use on English proficiency (estimate = 0.076, p < 0.001); a significant positive direct effect of self-efficacy on English proficiency (estimate = 0.943, p < 0.001); a significant positive direct effect of Blackboard use on academic achievement (estimate = 0.336, p < 0.001); a significant positive direct effect of self-efficacy on academic achievement (estimate = 0.193, p < 0.001); and a significant positive direct effect of English proficiency on academic achievement (estimate = 0.821, p < 0.001). Mediation analysis showed that English proficiency partially mediated the relationship between self-efficacy and academic achievement and between Blackboard use and academic achievement. Multiple regression analysis indicated that English proficiency, self-efficacy, and Blackboard use together explained 65% of the variance in academic achievement (F = 1107.676, p < 0.001).

The study's findings support the proposed integrated model, highlighting the significant roles of self-efficacy, Blackboard integration, and English proficiency in predicting Saudi EFL students’ academic achievement. The positive effect of self-efficacy underscores the importance of fostering students’ belief in their ability to learn and succeed. The positive effect of Blackboard highlights its potential to enhance language learning through interactive activities, collaboration, and access to resources. The mediating role of English proficiency emphasizes its crucial role in bridging self-efficacy and Blackboard use to academic success. These results are consistent with, yet extend, previous research by providing a comprehensive model examining the interplay of these factors.

This study contributes to the understanding of factors influencing Saudi EFL students’ academic achievement by providing a comprehensive model that integrates self-efficacy, technology integration (via Blackboard), and English proficiency. The findings emphasize the importance of fostering self-efficacy and effectively integrating technology to enhance English proficiency and academic outcomes. Future research could explore the model's generalizability across different cultural contexts and investigate the influence of other factors, such as learner motivation, teaching styles, and specific pedagogical approaches.

The study's limitations include the reliance on self-reported data, the specific sample of Saudi EFL university students, and the potential influence of unmeasured variables. Future research should employ a broader sample, incorporate objective measures of English proficiency, and include additional variables to enhance the generalizability and robustness of the findings.