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Abstract
The study examined the relative and combined contributions of the some predictors of students’ proficiency studying English as a Foreign Language (EFL). One hundred and fifty university students from Tehran University, Iran, were randomly sampled. The Self Factor Scale (SFS), Home Factor Scale (HFS) and Teacher Factor Scale (TFS) were administered to collect data, which was analyzed with stepwise multiple regression t-test statistical tool. The finding implied that the proficiency of EFL students in English language could be predicted by the combination of students’ self, home and teacher factors. It was recommended that students should be allowed to think on their own and be left alone to work and teachers should perform their supervisory roles.
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