This study aimed to (a) explore the perceived levels of English language self-efficacy, enjoyment, and anxiety among EFL learners and (b) test a hypothesized model investigating their interrelations and potential predictive effects on English Language Achievement (ELA). Using a quantitative, non-experimental correlational design, data were collected through a 26-item composite survey. Participants were 471 EFL learners enrolled in the English Preparatory Program at a state university in Türkiye. Descriptive findings indicated high English self-efficacy and enjoyment levels, alongside moderate anxiety among EFL learners. Correlation analysis demonstrated a medium positive correlation between self-efficacy and ELA, a small positive correlation between enjoyment and ELA, and a small negative correlation between anxiety and ELA. Structural Equation Modeling (SEM) analysis further indicated that (1) Self-efficacy directly and positively predicted ELA, while enjoyment and anxiety exhibited no significant direct effects; (2) Enjoyment significantly enhanced self-efficacy, whereas anxiety diminished it; (3) Both enjoyment and anxiety indirectly influenced ELA through the mediating role of self-efficacy. These findings underscore self-efficacy's dual role as a direct predictor and mediator of ELA. Pedagogically, the findings suggest that ELA can be enhanced not only by directly fostering learners' self-efficacy but also indirectly by promoting enjoyment and mitigating anxiety. The study highlights the centrality of self-efficacy in EFL learning and provides actionable insights for educators in tertiary Turkish contexts, where the interplay of these affective factors remains underexplored.