English Learning Achievement Research Articles

Upaya Meningkatkan Kemampuan Siswa Dalam Reading Comprehension Teks Narrative Melalui Model SQ3R di Kelas VII-E SMPN 1 Cikembar Kabupaten Sukabumi

Joint learning activities can help spur active learning. Teaching and learning activities in the classroom can indeed stimulate active learning, but the ability to teach through small group collaboration activities will allow to promote active learning activities in a special way. What students discuss with their friends and what students teach their friends enable them to gain understanding and mastery of the subject matter. The aims of this research are: (a) Want to know the improvement of English learning achievement after the implementation of cooperative learning. (b) Want to know the effect of learning motivation B. English after the implementation of cooperative learning. (c) provide an overview of appropriate learning methods in an effort to improve student achievement and make students active in teaching and learning activities. This research uses action research three rounds ofeach round consists of four stages, namely: design, activities and observations, reflection, and revision. The targets of this study were students of class VII-E of SMPN 1 Cikembar, Sukabumi Regency, in the 2022/2023 academic year. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analysis, it was found that student achievement increased from Pre-cycle to Cycle II, namely Pre-cycle (68.42%), Cycle I (81.58%), Cycle II (94.74%). The conclusion of this study is that cooperative learning methods can have a positive effect on student achievement and motivation in class VII-E SMPN 1 Cikembar, Sukabumi Regency and this learning model can be used as an alternative learning English

The Influence of Blended Learning on English Learning Motivation and Achievement of English Majors

The Influence of Blended Learning on English Learning Motivation and Achievement of English Majors

The Correlation between Learning Habits with Students' English Learning Achievement at Vocational High School

This study aimed to find the extent of the correlation between learning habits with students' English learning achievement. The research sample was taken from students in third grade of multimedia class, which consisted of 40 students. SPSS v25.0 was used for analyzing the data. A correlation test was carried out that yielded r-count value of 0.414 whereas, the value of r-table at significant 5% with N= 40 was 0.312. It thus proved that the value of data analysis was greater than the R table value, which accepted the hypothesis filed in this study. Moreover, there was a significant the correlation between learning habits with students' English learning achievement at vocational high school. The value of correlation interpretation was between 0.400 - 0.600. It shows that the level of correlation between the two variables is enough/ moderate.

Teachers’ Challenges in Teaching English to Young Learners in Rural Area

It is believed that rural education has unique challenges compared to urban and suburban areas, particularly in teaching English to young learners. Problems that often occur are related to educational inequality for those who live in rural areas, such as unqualified teachers, limited educational facilities, or lack of parental support. This study aims to identify the challenges faced by English teachers and their strategies in teaching English to young students in rural areas. This qualitative research used direct observation in the classroom and interviews with the English teacher an elementary school in Ponorogo. The findings showed that (1) learning English in remote areas was constrained by the status of English as a local content that created less supportive conditions for teachers to teach English; (2) most of the teachers came from non-English educational backgrounds, which affected their competence; (3) the learning curriculum was not in accordance with the existing learning conditions; and (4) the socioeconomic status of parents had a significant effect on students' motivation and achievement in learning English. Therefore, English teachers in rural areas need to use various strategies to address the mentioned problems.

RELATIONSHIP BETWEEN LEARNING MOTIVATION AND STUDENTS’ ENGLISH LEARNING ACHIEVEMENTS OF STAHN GDE PUDJA MATARAM

This study aims to find a relationship between learning motivation and Students’ English learning achievement of STAHN Gde Pudja Mataram. This research is an ex post facto research using correlation analysis. Ex post facto research is research that examines causal relationships that are not manipulated or treated (designed and implemented) by the researcher. Research data were collected using questionnaires and tests. Data were analyzed using product moment correlation analysis. The conclusion of this study is: there is a positive and significant relationship between learning motivation and students’ English learning achievement of STAHN Gde Pudja Mataram.

Comparison of foreign language anxiety based on four language skills in Chinese college students

BackgroundNumerous studies have established that foreign language anxiety (FLA) has a significant impact on learners’ language acquisition and performance. FLA is a unique form of anxiety that occurs in response to a certain circumstance. Even though a growing amount of research has extended to the examination of skill-based anxiety in specific, such as listening, speaking, reading, and writing, little used corresponding skilled-based FLA scales to assess learners’ skill-based FLA at one group of learners. To fill a void in this line of research, the study aimed to explore learners’ primary FLA by comparing their four language skill-specific FLAs with four different skill-based FLA scales. Additionally, we wished to investigate the variables that influence learners’ FLA.MethodsAll participants in the study were first-year medical students. Individual instructors delivered and collected a total of 1023 questionnaires using an open questionnaire platform during normal English lessons in the mid-semester. SPSS 24.0 (Statistical Package for Social Science 24 version) was used to analyze all statistics. Internal validity tests were undertaken on each scale to ascertain the component structure of certain modified scales. The study employed the independent sample t-test and a statistical description to investigate students’ major FLA and its variables.ResultsWith a mean value of 106.863, the predominant FLA arouses from English listening anxiety. English reading anxiety was the lowest, with a mean score of 62.726. Male and female students both demonstrated the greatest degree of FLA in English listening and the least anxiety in English reading. However, their mean difference was not statistically significant (t = 1.220). By comparing the mean scores for four skill-based FLAs across language proficiency groups, it became clear that the scores for the medium were much higher than the average, with average scores of ESA: 91.988, ELA: 106.864, EWA: 74.157, ERA: 62.726, respectively, and the higher-level group scored lower than the average. Students’ prior English learning achievements are negatively connected with their FLA, with r values of −.207 (ELA), −.143 (EWA), and − .204 (ERA). The self-evaluation of students’ English listening, writing, and reading abilities was considerably adversely connected with FLA, but the self-evaluation of their English-speaking abilities was favorably correlated with FLA.ConclusionA comparison of students’ FLA revealed that the primary skill-based FLA is related to English listening anxiety. Regardless of gender or language proficiency level, FLA was mainly driven by foreign language listening anxiety in all individuals. Prior language achievement and students’ self-evaluation are associated with their FLA.

IMPACT OF ONLINE GAMES AND STUDENTS' LEARNING INTEREST ON ENGLISH LEARNING ACHIEVEMENT

This study aims to examine whether there is an effect of using online games and students' interest on English learning achievement at SMPN 2 Sambelia. Sampling used a total sampling technique with a total of 20 people. This study uses two independent variables, namely online games (X1) and student interest (X2), while the dependent variable is learning achievement (Y). The data used in this study is primary data in the form of a questionnaire with 20 respondents. This research method uses ex post facto. The data analysis technique used in this study was simple regression analysis. The results of this study note the F value of 1.390 < compared to the F-table of 3.59. So, it can be concluded that H0 is accepted and Ha is rejected, which means that there is no significant effect between online games (X1) and interest (X2) on student achievement (Y).

Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students’ Second Language Learning

The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The results indicated four motivations: intrinsic interest, learning situation, personal development, and immediate achievement. There were significant gender differences in English learning motivation. Moreover, intrinsic interest and personal development motivation had a significantly positive impact on English learning achievement, while learning situation had no significant impact, and immediate achievement motivation had a significantly negative impact. The findings highlight the cultivation of students’ learning autonomy and school-family interaction to promote the sustainable development of middle school students’ second language learning.

A Study of Adolescents’ Anxiety and Achievement in English as a Foreign Language

The purpose of this study was to determine the anxiety of adolescents, especially in Mardi Yuana Junior High School students, Serang City, and their achievements in the process of learning English as a foreign language in foreign language classes. This research is qualitative research with a descriptive approach through questionnaire observations, interviews, and documentation. The results of this study indicate that 2 students feel anxious with a percentage of 5.88%, 20 students feel mildly anxious with a percentage of 58.82%, 12 students feel relaxed with a percentage of 35.29%, 0 students feel relaxed/very relaxed with a percentage of 0%. So it could be concluded that the factors that could affect the students' anxiety in learning English as a foreign language are internal and external. Internal factors include perception, personality, and intelligence. While external factors include motivation, classroom environment, and cognitive. As for what affects students' achievement in learning English as a foreign language, they are afraid of being given a negative evaluation, when they make mistakes and are afraid of being laughed at by their classmates, it makes them afraid to explore themselves further about foreign language learning. Therefore, anxiety in learning English should at least motivate students, especially in their teens so that they can learn foreign languages well.

Using Google Classroom to Increase Students Motivation to Learn English at SMP Negeri 1 Limboto Gorontalo

Teachers experiences might restrict their utilization of technology in the classroom, making learning challenging. Teachers must improve learning performance and motivation to overcome learning obstacles, especially when online learning has supplanted traditional teaching method following Covid-19. Therefore, online learning models should be implemented as a new learning style. This research aims to examine this topic, namely the use of Google Classroom to enhance English learning achievement and motivation. The investigation was qualitative and case-based which include observing and documenting the behaviors of students at SMP Negeri 1 Limboto, Gorontalo, Indonesia, in particular eighth-grade students who learn using Google Classroom. The data will be collected through interviews, observations, and documentation. The findings of this research indicated that the use of Google Classroom increases the intrinsic motivation of students, since all of the assessment indicators are over 60 percent. Therefore, this finding indicated that students prefer to learn English by integrating techonology – in this case Google Classroom. This findings then lead to another finding, in which the integrating of Google Classroom during teaching and learning English may increase students learning performance. In this way, online learning has a positive effect on students learning motivations. By the findings of this research, it has also been confirmed that there is a very closed connection between the intrinsic and extrinsic motivations of the students, which is in line with the theories provided (Gonzalez-DeHass, Willems, & Holbein, 2005; Yuan, Wu, Hu, & Lin, 2019)

Peningkatan Prestasi Belajar Mata Pelajaran Bahasa Inggris melalui Penerapan Card Sort Learning

In the right learning method must be applied to maximize students' abilities during learning activities. This study aims to determine the improvement of learning achievement in English through the application of the card sort method. An action study (action research) was carried out on learning English material on Verb for 7th grade students of SMPN 2 Gempol, Gempol District, Pasuruan Regency, for the 2021/2022 Academic Year. Indicators The results showed that the percentage of mastery learning at the pre-cycle stage was 10.7%, in the first cycle it was 67.9%, and in the second cycle it reached 92.9%. The average score of student test results also experienced a significant increase, namely the pre-cycle stage was 58.8, the first cycle was 72.4, and in the second cycle it rose to 78.9. This means, through the application of card sort learning can improve student achievement in learning English Verb material.

THE INFLUENCE OF STUDENT LEARNING STYLE TOWARD THEIR ENGLISH LEARNING ACHIEVEMENT OF SMP IT AR-RISALAH BATAM ACADEMIC YEAR 2021/2022

The purpose of this study was to determine the types of learning styles that students have. The populations in this study were students from grade 7 and 8, with a total of 29 students. This research was conducted at SMP IT Ar-Risalah, Batam. This research is a descriptive qualitative study. In data collection, the researchers used questionnaires and documents. The questionnaire in this study was used to determine which learning styles the students dominated in the learning process. The results of the analysis of the students' learning styles showed that there were 21 (84%) students categorized as visual learners, 1 (4%) students were categorized as auditory learners, and 4 (12%) students were categorized as auditory learners .The result of this research show that there is any significant Influence of Student Learning Style on their English Learning Achievements. The calculation using One Way Anova can be obtained the level of F was 533 with degree of freedom (df1)=17 degree of freedoms (df2)=7 . Level of significance probability was 0.00 smaller than 0.05. Its mean that the strength of correlation coefficient between two variable came in good correlation and it is positive influence.

Development of Cooperative Translation Learning Model to Improve English Learning Achievement

The objectives of the study are: 1) to describe the design of the Cooperative Translation Based Learning model to improve students’ achievement in class XII; 2) to assess the feasibility of the Cooperative Translation Based Learning model to improve students’ achievement in class XII; and 3) to measure the effectiveness of the Cooperative Translation Based Learning model to improve students’ achievement in class XII. The type of research is Research and Development (R&D). The data of this research are English learning activities in class XII of SMKIT Nur Hasan Boarding School; data on the achievement of learning English in class XII of SMKIT Nur Hasan Boarding School. Data were collected through tests, observations, and questionnaires. Data were analyzed using inferential analysis and qualitative analysis. The feasibility test for developing the Cooperative Translation Based Learning model shows 96.7% with very practical criteria. Under the practicality criteria in the large group trial, the learning module “Cooperative Translation Based Learning for Writing Skill Grade XII” in learning to write English Business letters is stated to be very practical and feasible. The effectiveness test of the Cooperative Translation Based Learning model shows that the output of the Paired Samples Test has a Sig. (2-tailed) is 0.000 < 0.05; therefore, H0 is rejected and H1 is accepted. It can be concluded that there is a difference in the average value of learning outcomes between pre-test and post-test results. Therefore, developing the learning module “Cooperative Translation Based Learning for Writing Skill Grade XII” can improve writing learning skills.

The Effect of Students Motivation Towards Reading Skill at 10th Grade of SMK Nusantara Beber-Cirebon; A Survey Study

Motivation is an important factor in learning English. Students who have motivation will give more attention to learning. This research was to find out the students’ motivation toward reading skills. Data were obtained by questionnaire and test. The writer distributes the questionnaire to 60 students in the 10th grade of SMK NUSANTARA Beber-Cirebon. Instruments of validity and reliability are carried out by SPSS 25.0 for Windows. The writer made a hypothesis to answer the research problem. This research revealed that the tobservedis more than ttable (11.806> 2.00172).The probability value (p) is also less than 0.05 (p= 0.000 < 0.05). It can be proved with the result of the hypothesis testing, which is tobserved is more than ttable. The probability value (p) is also fewer than0.05 (p= 0.000 < 0.05). The finding of this research helps the English teacher of SMK NUSANTARA Beber-Cirebon to decide on the right teaching strategies to teach English. Therefore, it can maintain students’ motivation and improve students’ reading skills and achievement in learning English

AN EMPIRICAL STUDY ON CHINESE EFL LEARNERS' CROSS-CULTURAL SENSITIVITY BASED ON EDUCATIONAL EMOTION REGULATION

Abstract Background Cross-cultural sensitivity is a prerequisite for learning and successful cross-cultural communication, but the research on the differences of cross-cultural sensitivity of Chinese English learners of different majors is still blank. The purpose of this study is to explore the significant correlation between different levels of cross-cultural sensitivity from the perspective of positive educational psychological effect, understand the differences of Chinese English learners in cross-cultural sensitivity, and find the main ways of understanding foreign culture in cross-cultural communication behavior, so as to provide theoretical and practical reference for cross-cultural communication researchers and English teachers. Therefore, based on the perspective of educational emotion regulation, this study discusses the cross-cultural sensitivity of Chinese English learners. Subjects and Methods Based on the cross-cultural sensitivity scale of Chen and starosta, this study conducted a questionnaire survey on the cross-cultural sensitivity of 331 Chinese EFL learners. They were divided into three professional groups: English, science, humanities and social sciences. The scale includes 24 five points scale questions about mental state, which measure the variables that constitute the level of sensitivity between five different cultures. In order to ensure the accuracy of the survey results, the author randomly selected 5 subjects from the three groups for in-depth interviews, and recorded and counted the interview results. SPSS 17.0 statistical software package was used for statistical analysis. At the same time, the anxiety level of foreign language learning was further explored in the study. The study took Kim's anxiety scale as the measurement scale, combined with Pearson correlation, standard deviation and statistical significance to illustrate the correlation. T-test of independent samples was used to verify the difference between high anxiety group and low anxiety group. It can be seen from the above table that there is a very significant positive correlation among state anxiety, trait anxiety and foreign language learning anxiety. It can be seen that the “anxiety” component of learners' personality characteristics plays a great role in the generation of foreign language learning anxiety. This finding is consistent with our experience and common sense, as well as the results of similar studies. For example, the test conducted by Wang caikang among college students in Guangzhou shows that the correlation coefficient between FLCAS and trait anxiety is 0.408, while the correlation coefficient with state anxiety is 0.395. Both reached a significant level (P < 0.01). Results The study shows that among the five factors of cross-cultural sensitivity, Chinese English learners have the highest respect for cultural differences, followed by interactive enjoyment, interactive attention and interactive self-confidence. The degree of interactive participation is much lower than the other four factors. Pearson's correlation analysis shows that there is a significant correlation between multiple factors of cross-cultural sensitivity, in which the degree of interactive attention and interactive participation are completely linear. Partial correlation analysis shows that there is a strong correlation between respect for cultural differences and interactive enjoyment. In addition, Chinese English learners are usually exposed to foreign cultures in a variety of ways. In terms of anxiety level, there are significant differences in the relationship between foreign language anxiety, self-efficacy and academic achievement of students of different majors and genders. It is found that compared with male college students, female college students' foreign language achievement and self-efficacy level are much higher. However, there is no significant difference in anxiety level between male and female college students. Conclusion This study shows that case-based cross-cultural teaching has a significant emotional impact on Chinese English learners' cross-cultural sensitivity and cross-cultural communicative competence. Critical cultural awareness is the key to improve Chinese English learning achievement and establish a healthy attitude for future life. Due to the limitations of the research object, the research scope and quantity need to be further studied. In addition, in the design of language teaching methods and syllabus, we must change the paradigm from the traditional perspective of cross-cultural sensitivity. Acknowledgements This research was supported by Youth Innovation Team Development Plan of Colleges and Universities of Shandong Province, “Youth Innovation Talent Introduction and Education Plan project”; “Multilingual Language Education and Service Innovation Team”.

A STUDY ON THE CORRELATION BETWEEN COLLEGE STUDENTS' ENGLISH LISTENING ANXIETY AND ACADEMIC ACHIEVEMENT

BackgroundSince the 1970s, psychological anxiety has been regarded by linguistics and psychologists as one of the important factors affecting English learning achievement. Many scholars have done quantitative research on the relationship between anxiety and students' foreign language achievement. However, due to the different subjects and research tools, the conclusions on the relationship between anxiety and listening performance are inconsistent, especially on the relationship between debilitating anxiety and listening performance. In order to clarify the relationship between anxiety and listening anxiety and find out the main factors leading to students' anxiety, we used questionnaire survey and SPSS 19 statistical software to study the English listening anxiety of Non-English Majors in Bohai University.Subjects and MethodsThe subjects were 120 non-English majors in Bohai University, including 48 males and 12 females. We use Kim's foreign language listening anxiety scale as the measurement scale, and use Likert scoring method to evaluate the scale. Pearson correlation, standard deviation and statistical significance were used to illustrate the correlation. Independent sample t-test was used to verify the difference between high anxiety group and low anxiety group. According to the statistical value of anxiety, participants were divided into three groups: low, medium and high anxiety groups. The questionnaire includes two kinds of anxiety, namely debilitating anxiety and promoting anxiety. Through t-test, univariate and multivariate analysis of variance and regression analysis, we investigated the relationship between foreign language anxiety, self-efficacy and academic achievement of students of different majors and genders.The study found that compared with the male group, the female group's foreign language achievement and self-efficacy level are much higher. However, there was no significant difference in anxiety levels between men and women. In addition, the study also found that foreign language anxiety was negatively correlated with foreign language achievement. Similarly, there is a significant negative correlation between foreign language anxiety and self-efficacy. State anxiety, trait anxiety and foreign language learning anxiety are positively correlated. The anxiety component of learners' personality characteristics plays an important role in the generation of foreign language learning anxiety. Research shows that foreign language anxiety, gender and self-efficacy can be used as comprehensive variables to measure foreign language learning achievement. Regression analysis showed that interpersonal emotion regulation had a significant positive predictive effect on explicit positive emotion (β= 0.29, P < 0.001, 95% CI [0.27, 0.32]), that is, the body effect of learning emotion regulation on explicit positive emotion is significant. Then, model 4 in SPSS macro compiled by Hayes (2013) was used to test the mediating effect of expression inhibition between interpersonal emotion regulation and explicit positive emotion under the control of gender and age. The results showed that interpersonal emotion regulation significantly positively predicted expression inhibition (β= 0.14, P < 0.001, 95% CI [0.13, 0.16]), interpersonal emotion regulation and expression inhibition predict explicit positive emotion at the same time (β= 0.22, P < 0.001, 95% CI [0.20, 0.25]) and expression inhibition (β= 0.46, P < 0.001, 95% CI [0.38, 0.54]) had significant predictive effect. The corrected bootstrap test showed that the mediating effect of expression inhibition was significant, the indirect effect value was 0.07, 95% CI [0.05, 0.09], and the mediating effect accounted for 24.14% of the total effect.ResultsOur results showed that although there was a positive correlation between promoting anxiety and English listening performance, it was not statistically significant (P > 0.05). Among the students' psychological anxiety, debilitating anxiety dominated, and the results were statistically significant (P < 0.01). This means that debilitating anxiety can be used as an indicator to measure the level of group anxiety. The results show that there is a negative correlation between listening anxiety and listening performance. Pearson correlation in high anxiety group was significantly higher than that in low anxiety group. This shows that students with poor English level are more likely to be anxious than students with good English level. Independent sample t-test confirmed that there was significant difference in debilitating anxiety between the two groups (P < 0.01), but there was no significant difference in promoting anxiety (P > 0.05).ConclusionOur results show that college freshmen generally have anxiety in English listening tests. Weakening anxiety rather than promoting anxiety has a negative impact on students' English listening performance. The higher the degree of anxiety, the lower the students' English listening level. The tension that leads to students' anxiety can be attributed to the following factors: insufficient examination preparation, lack of listening skills and background knowledge, lack of self-confidence and the difficulty of listening materials. Although our research is based on a small number of freshmen, its research on anxiety related listening performance is statistically significant. I hope it will be helpful to our research in the future.AcknowledgmentThis work was supported by the fund from Education Department of LiaoNing Province (No. WQ2020008).

Factors Affecting Students’ Achievement in English Language Learning at Thailand National Sports University of Central Region

The objectives of this research were 1) to study the relationship between student factors, English language instructor factors, and environment factors with students' achievement in English language learning and 2) to develop equations to forecast factors affecting students' achievement in English language learning. The population used in this research was 415 students of Thailand National Sports University of Central Region enrolled in the English for Communication Course in the second semester of the academic year 2019. The sample size was determined using the Krejcie &amp; Morgan table. A sample of 200 was obtained and a simple random sampling method was used based on the proportion of the population on each of the five campuses. The research instrument was a five-rating scale questionnaire comprising items on student factors, English language instructor factors and environment factors, with a reliability of the whole questionnaire of 0.973. The statistics used in the data analysis were fundamental statistics, Pearson correlation analysis, and stepwise multiple regression analysis. The major findings indicated that there were four factors affecting students’ achievement in English language learning with statistical significance at the .01 level namely, attitude variables towards learning English language course (X1), instruction management variable (X4), student availability variable (X2), and classroom environment variable (X7). The four factors could jointly explain the variance of students’ achievement in English language learning by 52.50% and could be used to forecast students’ achievement in English language learning in the form of raw scores and standard scores as follows:

AN ANALYSIS OF TEACHER ASSESSMENT ON STUDENTS IN GOOGLE MEETING GRADING SYSTEM AT THE SECOND GRADE MAN BANTAENG

This research aimed to find out how does the teacher assess students’ English learning achievement using Google Meeting Application at Second Grade MAN Bantaeng.This research used a descriptive qualitative method,the instruments used observation and interview. The observation used to observed the English teacher and the interview used to found How does the teacher assess students’ English learning achievement using Google Meeting Application.The subject of this research is teacher who teaching English using Google Meeting at second grade MAN Bantaeng.The results of this study show that teachers use speaking tests to assess students' English learning performance in the Google Meeting app. Teachers evaluate students' English learning performance through oral examinations. Students join Google Meetings one by one, and teachers then ask questions directly on daily exams or final exams. Teacher evaluations of the Google Meet Student Performance App show that students' English skills can improve after passing the Google Meeting app test. Students can respond well to questions posed by teachers.

The Effect of Job Satisfaction And English Teacher's Job Stress on Student's Learning Achievement at Junior High School In Lubuklinggau

ABSTRACT&#x0D; &#x0D; This study aims to determine the effect of job satisfaction and job stress honorary English teachers on English learning achievement of students at Junior High School in Lubuklinggau.The sample used in this study was 30 honorary teachers of English subject at Junior High School. Based on the research results, it is known that a = 11.785, b1 = 0.165, b2 = 0.231. Based on the equation Y=a+b1X1+b2X2, it can be seen that = 11.785 + 0.165X1 + 0.231X2. With the analysis that a was 11.785, it mean that if the Honorary English Teacher did not take Job Satisfaction and Job Stress, the Student's English Learning Achievement will be 11.785, it means that if the teacher make an increase of 1 unit of Job Satisfaction, there will be an increase in the Student's English Learning Achievement by b1 = 0.165, b2 of 0.231 it mean that if the agency make an increase of 1 unit on Work Stress, it will reduce Student Learning Achievement by 0.243, it can be said that the variables of Job Satisfaction and Job Stress on Students' English Learning Achievement have a simultaneous influence.&#x0D; &#x0D; Key Word : Job Satisfaction, English Teachers, Job Stress, Students achievement

A Causal Relationship Model of English Language Learning Strategies and Achievement Motivation among Physical Education Students at Thailand National Sports University

The objectives of this research were 1) to study the level of English language learning strategies, 2) to study the level of English language learning achievement motivation, and 3) to establish and validate a causal relationship model of English language learning strategies and achievement motivation with empirical data. The population of this study was 1,597 second-year physical education students from 17 campuses of Thailand National Sports University. The sample size was determined for 20 people per 1 observed variable (Hair, et al., 2010), in which there were 22 observed variables in this research. The sample size was calculated to be 440 people (20 x 22) and the sample proportion was determined according to the population of each campus. The questionnaire used in the research was a 5-rating scale questionnaire with a content validity ranged between 0.67-1.00 and the reliability value of the English learning strategy questionnaire, the reliability value of the English language learning achievement motivation questionnaire and the reliability value of the whole questionnaire were 0.936, 0.958 and 0.967, respectively. The results of this research indicated that 1) The English language learning strategies of physical education students at Thailand National Sports University were at a moderate level in both overall and individual strategies. 2) The level of English language learning achievement motivation of physical education students at Thailand National Sports University was at a high level and 3) the causal relationship model of English language learning strategies and achievement motivation among physical education students at Thailand National Sports University was consistent with empirical data.