A Study of the Relationship between Learning Belief and English Achievement of Chinese English Major College Students

Abstract

It is generally accepted that learning belief has great effect on learning, however, few studies examine the extent to which learning belief affects related achievement. This paper mainly discusses the study of relationship between learning belief and English achievement of Chinese English major students in College. Through the data analysis of Horwitz’s BALLI and TEM4 scores, we tested on 100 English major students in college, which was focused on the correlation between learning belief and learning achievements. Based on this, a further study was made on influencing factors such as student’s personality, learning motivation, aptitude, teachers and learning participators on students’ English learning belief and achievements. The results show that the relation between learning belief has a general positive effect on learning achievement, but not determinative; personality plays important role in learning belief; aptitude and hard work are able to produce high scores; good achievement students are driven by both integrative and instrumental motivation, teachers and the classmates have mutual influence on learning achievement. The study is very important as it provides implications for college English language teaching and further help to improve students’ English proficiency.

Keywords: English majors, learning beliefs, English achievements, TEM4