The Effects Of Beliefs About Language Learning On English Performance Of Junior Middle School EFL Learners

English Language has been a prominent shift in the field of Teaching (ELT) since last century, from the emphasis on the teaching method and student's learning way with the development of cognitive psychology, Language Learning Beliefs (LLB), which is one of the personal factors, plays a crucial role in their language learning behavior and outcomes. LLB strongly suggested that language teachers assess the various beliefs held by the students and research how about beliefs affect their learning.Since the concept of metacognitive knowledge in contemporary cognitive psychology, the author designs a survey in the framework and strategy factors. The questionnaire is administered to 286 Chinese students from Grade 8 of Qingyuan NO.2 Middle School in Fushun, a city of Liaoning Province. The article is to present a picture of English learning beliefs held by junior high school students and potential belief differences between high-achievers and low-achievers.Learning beliefs about language learning refer to the applied metacognitive knowledge in second/foreign language learning, that is, the general assumption that learners hold about themselves as learners, about factors influencing language learning and about the nature of language learning. Researchers showed that as cognitive agents in learning English, the junior high school students have relatively positive beliefs. Certain beliefs differences do exist between high-achievers and low-achievers, though not as expectedly sharp. The beliefs differences are mainly internal the domain of personal variables.The study suggests that teachers should put more efforts in training students' productive skills, leave them more positive feedback to change their negative beliefs, develop their positive beliefs, and help the students improving English learning performance.