A Study On The Correlations Between English Learning Beliefs And English Achievement Of Junior High School Students

The research perspective of researchers is gradually shifting to exploring how learners learn.As one of the significant factors influencing individual learning differences,researchers have increasingly focused on studying learning beliefs.Moreover,according to the Constructivism Learning Theory,students construct their own English learning beliefs in their minds.Then their learning behaviors and learning achievements will be affected to some extent by these beliefs.Therefore,in order to understand the English learning beliefs of junior high school students and their relationship with English achievement,168 students in the second year of junior high school in Wuxi City are taken as the research subjects,and SPSS26.0 and Excel,are used to collect and analyze the data from questionnaires and interviews.In addition,students’ English scores are collected on two municipal joint examinations.The aim is to explore the relationship between junior high school students’ English learning beliefs and English achievement and answer the following two research questions:1.What is the current situation of junior high school students’ English learning beliefs?2.What is the correlation between junior high school students’ English learning beliefs and their English learning achievements?The study finds that:(1)Junior high school students’ English language learning beliefs are moderately positive.However,there is a high degree of variability between individuals,with the mean values of belief scores in the five sub-dimensions of the questionnaire ranging from high to low: learners’ motivations and expectations,learning and communication strategies,the difficulty of English learning,the nature of English learning and foreign language aptitude.(2)Although some students have high English learning beliefs and low English achievements or low English learning beliefs and high English achievements or low English learning beliefs and low English achievements,most students have high English learning beliefs and high English achievements,and junior high school students’ English learning beliefs and English achievements on the whole present a significant positive correlation.In addition,some students differ in five specific sub-dimensions of English learning beliefs and English achievements.However,there is a significant correlation between the five specific dimensions of English learning beliefs and English achievements as a whole.Among them,the correlation between learning and communication strategies and English achievement is the strongest,while the correlation between foreign language aptitude and English achievement is the weakest.Finally,some suggestions are put forward from the perspectives of teachers and students.Teachers are supposed to focus on the whole while also paying attention to individual special students,perceive students’ learning beliefs,understand the factors that affect learning beliefs,guide students to master the proper learning approaches,and reasonably set task difficulty.Students can seek outside help to build self-confidence,assess learning difficulties correctly,see themselves from a developmental perspective,and choose appropriate learning strategies and methods to understand and digest knowledge.