Relationships among Beliefs, Learning Strategies, and Achievement in Learning English of Thai Graduate Students in a Public University

Abstract

This research aims to understand the perceptions of 220 graduate students of their beliefs, strategies, and achievement in learning English. The data were collected through closed and open-ended questionnaires and analysed quantitatively. To further explore in-depth personal views, 35 students were selected for interviews. The study reveals that the students hold various beliefs and have similarities and differences in strategy use. More than half considered themselves low achievers whereas the slight percentage thought they were successful in English language learning. The students rating themselves as high achieving English learners show higher use of learning strategies than those viewing themselves as low achievers. Significant correlations between students’ learning beliefs and strategies indicate that the beliefs to some extent relate to strategy use in both parallel and inverse ways. The findings can be valuable resources for considering appropriate ways in which the students’ perceptions can be used to develop proper English teaching methods and to improve students’ English learning performances.