A Study On The Correlation Between Middle School Students’ English Learning Beliefs And English Academic Performance

The beliefs of foreign language learning are one of the important factors that affect learners’ learning behaviors and learning results.Scientific foreign language learning beliefs are helpful for foreign language learners to improve their English ability,learning effects,develop good learning methods and habits.Reasonable learning beliefs can help learners achieve twice the result with half the effort.Therefore,this study analyzes the internal motivation of learners’ English learning behavior by exploring the relationship between learners’ learning beliefs and their academic performance.In order to provide targeted suggestions for improving English learning effect,this study focuses on the following 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 English academic performance?(3)Are there any significant differences between junior high school students’ English learning beliefs in different levels and genders?In this study,243 junior high school students from two schools in H city,Anhui province were investigated.The quantitative data were analyzed by descriptive statistics,correlation analysis and independent sample T-test,to explore the relationship between junior high school students’ English learning beliefs and their English academic performance.The following conclusions have been drawn in this study: junior high school students have a high level English learning beliefs,and among the seven dimensions of English learning beliefs,students’ self-management beliefs are the strongest and mother tongue dependence beliefs are the weakest;The correlation between the beliefs of English aptitude and English grades is strongest,while the correlation between the beliefs of mother tongue dependence and English grades is weakest;there are significant differences between high level and low level students’ English learning beliefs,high level students have more positive learning beliefs than low level students.There are significant differences in English learning beliefs between students in high and low groups,and students in high level have stronger learning beliefs than students in low level.There are differences in English learning beliefs between male and female students,and the differences between male and female students in English learning aptitude beliefs,English learning motivation and English learning strategy beliefs reach a significant level.Based on the research findings,this study proposes suggestions for both teachers and students: teachers should enhance the attractiveness of classroom cultural knowledge teaching,create rich oral communication activities,and play the exemplary role of role models to strengthen students’ self-management behavior.Learners should enrich their learning paths,strengthen language skills,learn to manage self-learning,and establish feasible English learning plans.