Impacts of English Learning Strategies, Interests, and Anxieties on English Learning Achievements: Taking Example from Chinese College Students

摘要

This article explores the correlations between Chinese college students' English achievements and their learning strategies, learning interests, and learning anxieties, in a bid to analyze further the differences made by the effects of respondents' individual variables (gender, age, expertise, and allowance) on students' learning achievements. Based on literature review and questionnaire analysis, the following findings are obtained: 1. While the percentage of respondents who ranked their English achievements as medium or above reached 72.67%, the percentage of those who actually passed CET-4 or CET-6 was merely at 57.00%. 2. These percentages of respondents, who possessed learning strategies, learning interests, and learning anxieties, took up 65.67%, 84.67%, 60.33% respectively. 3. College students produced a noticeably positive correlation between their English achievements and their learning strategies and learning interests. 4. These respondents' age and expertise cast a significant impact on their achievements, as their expertise also affected learning strategies, and their age and expertise affected learning interests conspicuously. Therefore, this article urges teachers, government agencies, and scholars to formulate pedagogy, policies, and research addressing the need of differentiated education based on students' learning achievements, strategies, and interests, and other individual variables.