The Relationship Between English Learning Beliefs And Learning Strategies And Their Impacts On Academic Achievement Of Students In High School

The cultivation of people is the life and soul of education and is the essential requirement and value appeal of education.National English Curriculum Standards for General High School(Ministry of Education,2020)proposes that subject-core literacy is a concentrated embodiment of the value of subject education.As one of the core competencies,learning ability is intended to enable students to actively use and actively adjust learning strategies and strive to enhance their awareness of English learning.Therefore,among the many factors that affect the learning effect of learners,the two factors of learning beliefs and learning strategies are particularly important to improve the core literacy of high school students’ English learning.However,previous studies have mostly isolated these factors,and few studies have combined them to explore their interconnectedness.As a complex individual,learning activities are the result of a combination of factors,and the degree of influence of these factors on learning behavior and learning outcomes,as well as the relationship between factors,deserve further exploration.Under this situation,this study selected students from a high school in East China and used the questionnaire survey and interview to collect data to examine the influence of two important factors on learners’ English academic achievement.In addition,students’ English scores in three major monthly exams were collected.SPSS 27.0 was used to perform descriptive analysis,correlation analysis,regression analysis and path analysis of the filtered data,so as to answer the following four questions: 1)What is the overall status of high school students’ English learning beliefs? 2)What is the overall status of high school students’ use of English learning strategies? 3)What is the relationship between high school students’ English learning beliefs and English learning strategies? 4)How do high school students English learning beliefs and English learning strategies affect academic achievement?The results showed that: 1)High school students had relatively strong English learning beliefs and English learning strategy use ability,and most of them were in the middle value segment;2)English learning beliefs and English learning strategies of boys and girls were only significantly different in individual dimensions,but most dimensions were not significant in gender differences;3)There was a high correlation between high school students’ English learning beliefs and English learning strategies;4)There are three paths for the effects of high school students English learning beliefs and English learning strategies on academic achievement,of which there were two direct paths and one indirect path.Two direct paths were English learning beliefs and English learning strategies that had an impact on academic achievement respectively,with standard coefficients of 0.174 and 0.307,and residual coefficients of 0.897.In addition,the indirect path was English learning beliefs influence academic achievement through the mediating effect of learning strategies.This paper discussed the results of these studies and put forward theoretical and practical suggestions for EFL teaching practice.Finally,there are many limitations to this study.In the future,the number,age,and duration of the study can be included to obtain a more in-depth analysis of the factors affecting academic achievement.