In contemporary times, the acquisition of English language skills has emerged as a crucial necessity for individuals seeking to thrive in the global marketplace. This imperative has garnered the attention of scholars and decision-makers alike. Therefore, the current study aims to examine the influence of extensive reading, students' self-assurance, and the learning environment on the academic achievement of English as a Foreign Language (EFL) learners in the Kurdish region. This study investigates the moderating influence of mentoring on the relationship between extensive reading, students' confidence, and EFL learner performance. Additionally, it explores the mediating role of institutional support in the relationship between the learning environment and EFL students' performance in the Kurdish region. The data was collected by the researchers through survey questionnaires administered to English as a Foreign Language (EFL) students residing in the Kurdish region. The researchers utilised the smart-PLS methodology to investigate the relationships between the variables. The results of the study suggest that there is a positive correlation between extensive reading, students' selfassurance, the learning environment, and the performance of English as a Foreign Language (EFL) learners in the Kurdish region. The study also revealed that mentoring plays a significant moderating role in the relationship between extensive reading, students' confidence, and EFL learner performance. Additionally, institutional support was found to significantly mediate the relationship between the learning environment and EFL student performance in the Kurdish region. The study provides guidance to policymakers in formulating policies aimed at enhancing the academic performance of English as a Foreign Language (EFL) students. These policies focus on the implementation of strategies such as extensive reading, fostering student confidence, providing effective mentoring, and creating an optimal learning environment.