This study aimed to ascertain the most appropriate model for students communication abilities. Additionally, a significant relationship between the exogenous variables of teaching ability, classroom learning, and student engagement and the endogenous variable of communicative ability must be established. Additionally, this non-experimental and correlational research design and structural model identify the most appropriate model of communicative ability. As a result, a stratified random sampling technique was used to select 442 participants from senior high school students in Region XI public schools in the eleventh and twelfth grades. As a result, the following statistical techniques were used: mean, Pearson r, regression, and Structural Equation Model (SEM). Exogenous variables exhibit a significant correlation with endogenous variables, with the fifth model indicating the highest correlation. Exogenous variables, on the other hand, achieved the highest descriptive level. The endogenous variable acquired a descriptive level of highest motivation in language learning, which included the following: positive classroom, varied appreciation, personal recognition, and majority resilience; student engagement: learning preferences, school preferences, effort and persistence, extracurricular activities, and cognitive participation; and the endogenous variable acquired a descriptive level of highest motivation in language learning, which included the following: teaching methodology, teacher perspective, teacher role, the impact of communicative language teaching on communicative ability, ease, and acceptability communication, and classroom observation.