A Study on the Correlations among English Self-efficacy, English Learning Strategies, and English Learning Achievement

Abstract

This study aims to examine (1) the levels of English self-efficacy, English learning strategies, and English achievement of senior high school students; (2) the correlation among English self-efficacy, English learning strategies, and English achievement; and (3) the predictive power of English self-efficacy and English learning strategies on English learning achievement. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and stepwise regression analysis. The results are as follows:1. Generally speaking, the English self-efficacy of the senior high school students surveyed was fair. However, appropriate English learning strategies have not been adopted by the students. Among the strategies, the most common ones used were the cognitive practice strategies, and the least used were functional practice strategies. Also, these senior high school students' English achievement was satisfactory as a whole, but the variation in achievement among them was great.2. The English self-efficacy, English learning strategies and English learning achievement of the senior high school students were significantly correlated with each other.3. The senior high school students' English self-efficacy and English learning strategies each had significant predictive power on their English learning achievement. Of the two, English self-efficacy was the better predictor for English learning achievement.Based on the findings of the research, some suggestions for English learning, teaching, and educational policies at senior high schools are put forward at the end of the paper. Suggestions for future research are also provided.