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Web of Proceedings - Francis Academic Press
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Learning Strategies and English Learning Achievements of Non-English Major University Students

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DOI: 10.25236/acaelt.2019.399


Huang Xi’nan

Corresponding Author

Huang Xi’nan


This thesis attempts to explore the relationships between earning strategies and English learning achievements of non-English major university students to provide some empirical evidence for English teaching and learning. To achieve the purpose, it aims to provide answers to the following question: How do the learning strategies affect their English learning achievements? To answer the above question, the author conducted an empirical study, in which 147 sophomores from a university in Guangzhou got involved, and two self-reported questionnaires were adopted: In addition, the results of national College English Test, Band 4 (CET-4) were used to measure subjects’ learning achievements. Pearson correlation analysis and ANOVA analysis were utilized to reveal the relationship between learning strategies and learning achievements. The major findings of this study are: In terms of learning strategies, meta-cognitive, cognitive and memory strategies are used most frequently, which has an impact on English learning achievements. The research findings have an implication for English teaching and learning. By consciously selecting and utilizing different learning strategies, learners may reach the ultimate goal of education – achieving learner autonomy.


Learning Strategies; Language Learning; English Learning Achievements