As technology has advanced, English has emerged as the universal language of communication. Acquiring proficiency in English is essential, and the attitude towards learning English is considered a crucial factor influencing the learning outcomes. Given the importance of education in moulding students’ psychological well-being, knowledge of emotions has received increased attention. Hence, the emotional aspects of learners, which impact various areas of daily life, warrant further investigation. This study examines the influence of attitude towards English acquisition and emotional intelligence on academic performance and language proficiency among pre-university learners. Academic performance is assessed based on grade point average (GPA), and language proficiency is assessed by the Malaysian University English Test (MUET) band score. To achieve this, 116 pre-university learners were randomly selected, and data on attitudes, academic performance, language proficiency and emotional intelligence were collected through a questionnaire survey. The results indicate that females scored higher in emotional intelligence compared to males. Additionally, females are more likely to experience fear or unpleasant emotions while learning English than their male counterparts. Attitude towards English acquisition emerged as the only significant predictor that enhanced the model’s predictive capability for MUET band scores. The study concludes by emphasising the importance of learners’ attitudes in shaping their English language learning process, suggesting that greater awareness in this area could lead to more effective language acquisition and improved educational outcomes. Implications drawn from the current study suggest that integrating emotional intelligence and attitudes towards English acquisition can help learners develop positive academic performance. Finally, this study is projected to be useful for educators and policymakers.