The proliferation of technology in educational settings and its impact on learning outcomes has become a focal point in educational research. In language education, the interplay among technological tools, learner self-efficacy, and language proficiency is critical for academic success. This study aims to shed light on these dynamics by presenting a comprehensive structural model that elucidates the relationships and causal effects among students’ academic achievement, English proficiency, self-efficacy, and the utilization of instructional technology while focusing on the Blackboard learning management system. Employing a quantitative correlational design, this study used three questionnaires to measure the primary variables. The study sample included 590 university students from two universities purposively selected using random stratified sampling to ensure representativeness. Statistical analyses—including descriptive statistics, correlation coefficients, and structural equation modeling (path analysis)—were employed to investigate the data. The emergent model demonstrated a perfect fit to the sample data, exhibiting robust goodness-of-fit indicators. The findings highlight the direct positive influence of self-efficacy on academic achievement and the beneficial effects of Blackboard integration on English proficiency and academic success. These insights emphasize the importance of self-efficacy in educational achievement and the pivotal role of e-learning platforms in enhancing students’ motivation and linguistic skills. The implications of these results are profound, suggesting avenues for future research to examine the applicability of the structural model across diverse educational contexts and incorporate additional variables for a more granular understanding of the factors driving academic achievement in technology-enhanced learning environments.

技术在教育环境中的扩散及其对学习成果的影响已成为教育研究的焦点。在语言教育中，技术工具、学习者自我效能和语言熟练程度之间的相互作用对于学业成功至关重要。本研究旨在通过提出一个全面的结构模型来阐明这些动态，该模型阐明了学生的学业成绩、英语水平、自我效能和教学技术的利用之间的关系和因果效应，同时重点关注 Blackboard 学习管理系统。本研究采用定量相关设计，使用三份问卷来衡量主要变量。研究样本包括来自两所大学的 590 名大学生，采用随机分层抽样的方式有意选择，以确保代表性。采用统计分析（包括描述性统计、相关系数和结构方程模型（路径分析））来研究数据。新兴模型表现出与样本数据的完美拟合，表现出稳健的拟合优度指标。研究结果强调了自我效能感对学业成绩的直接积极影响，以及黑板整合对英语水平和学业成功的有益影响。这些见解强调了自我效能感在教育成就中的重要性，以及电子学习平台在提高学生动机和语言技能方面的关键作用。这些结果的影响是深远的，为未来的研究提供了途径，以检验结构模型在不同教育背景下的适用性，并纳入其他变量，以便更细致地了解技术增强的学习环境中推动学术成就的因素。