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

As one of the important factors that affect individual differences,English learners’ learning beliefs have gradually stimulated the attention of SLA researchers in recent years.Relevant studies at home and abroad show that English learners’ beliefs also affect their English learning behavior and even final learning achievement.However,under the traditional teaching background,senior high school students are often not active in English learning and teachers do not pay much attention to students’ English learning beliefs,which show the importance of studying senior high school students’ English learning beliefs.Therefore,in order to have a further understanding of the high school students’ English learning beliefs and its influence on their English achievement,questionnaire and semi-structured interview were adopted to collect the English learning beliefs of 216 senior high school students in Huaibei,Anhui Province.SPSS25.0 and Excel were both used to study high school students’ English learning beliefs.In addition,the English scores of the students’ two exams were collected as well.Three questions will be solved in this study:1.What is the situation of senior high school students’ English learning beliefs?2.What are the differences in English learning beliefs between male and female?3.What are the correlations between senior high school students’ English learning beliefs and their English learning achievement?The results are presented as follows:(1)Senior high school students’ English learning beliefs are at a medium level in general,but there are great differences among individuals according to the standard deviation.Among all the five dimensions,the average scores from high to low namely are: English learning value,English learning methods,English learning aptitude,English learning difficulty and the nature of English learning.(2)There are differences in English learning beliefs between male and female.Female’ English learning beliefs are markedly stronger than male’ beliefs.(3)Generally speaking,there is not only a correlation between senior high school students’ English learning beliefs and their English achievement,but also a significant correlation between five dimensions and their English achievement.Among them,the strongest correlation is found between English aptitude and English achievement,while the correlation between the nature of English learning and English achievement is the weakest.Finally,some suggestions for teachers and students are also listed accordingly as follows,teachers can distinguish the difficulty of different teaching activities,create English environment in classes,reflect on teaching process etc;students can establish English learning confidence,participate in English cooperation,choose suitable learning strategies etc.In the end,the limitations of this study are pointed out.Accordingly,the suggestions for the future research are also offered as well.