This study applies theorizing from educational psychology and language learning to hypothesize a model of language learning that takes into account affect, motivation, and language learning strategies. The study employed a questionnaire to assess variables of motivation, self-efficacy, anxiety, and language learning strategies. The sample consisted of 275 advanced learners studying English for academic purposes prior to entering Australian universities. The data were analyzed using both variable- and person-centered approaches. The variable-centered approaches included correlational analysis and structural equation modeling, whereas the person-centered approaches utilized cluster analysis and profile analysis using multidimensional scaling (PAMS). The findings supported the hypothesized model of adaptive learning and highlighted the relevance of research in educational psychology for informing language learning research.