An Empirical Study On English Learning Beliefs For VCAM

English teaching methodology is the external factors of learning rather thaninternal factors that can play a decisive role in learning to a large extent. Domestic andoverseas researchers have gradually switched their attention to probing into variousfactors that affect English achievements from the perspective of students, which iscalled individual differences research and have become one of the research priorities.What beliefs learners hold will have direct influence on the choice of English learningstrategies as well as the ultimate effect of learning. For this reason, vocational Englishteachers should strive to help students establish positive and beneficial English learningbeliefs and get rid of the negative and detrimental English learning beliefs, with a viewto better helping them to improve their English proficiency.Under the guidance of metacognitive theory, this study involved183two-year artmajors from three parallel large-scale classes respectively majoring in decoration artdesign, environmental art design and clothing design in Vocational College of WuhanTextile University, and it aims at addressing four questions:(1) What is the overallpicture of English learning beliefs held by vocational college art majors?(2) Are thereany significant differences between majors and genders with regard to English learningbeliefs?(3) Are there any striking differences between the higher scorers and lowercounterparts in the CET-Band3Test with respect to English learning beliefs?(4) Whatis the correlation between English learning beliefs and English achievements forvocational college art majors?The current study made quantitative and qualitative analyses of the data collectedfrom the questionnaire with the help of SPSS18.0, some conclusions have been drawnas follows:(1) The majority of students generally have stronger self-management beliefs andtake a positive attitude toward important English learning strategies, whereas they haveweek self-efficacy beliefs and hold a negative attitude towards beliefs aboutmother-tongue reliance.(2) There exist significant differences between boy students and girl counterparts.By contrast, girl students have stronger self-efficacy and motivational beliefs; however,they show no remarkable difference in majors. (3) There exist striking differences between higher scorers and lower counterparts.Compared with the lower scorers, higher scorers have stronger self-efficacy andadequate confidence in learning English well, and take a positive attitude toward moreeffective English learning strategies.(4) Among the six groups of English learning beliefs, self-efficacy beliefs andmotivational beliefs have high positive correlation with English achievements, whilebeliefs about mother tongue reliance has relatively high negative correlation withEnglish achievementsIn response to these findings, the conclusion provides some proposals forvocational college English teaching, expecting to help art majors construct positive andbeneficial English learning beliefs and improve their English proficiency.