Language learning epistemological beliefs and language learning strategies as predictors of english major students’ achievement

This article aimed to investigate the effects of the EFL learners‘ language learning epistemological beliefs and the use of language learning strategies as predictors of students‘ English GPA. A total of 294 of English-major students at a Saudi University, including 99 males and 195 females whose levels ranged from 1st to 7th participated in this study. The primary aims of the study were to explore: (1) whether there are positive relationships between language learning beliefs, learning strategies and GPA, (2) whether there are significant differences between males and females in the epistemological beliefs system and language learning strategies, (3) can language learning strategies and students‘ language learning beliefs predict Saudi students’ English GPA. Students were asked to answer questions on the 4-point Likertscale Belief Questionnaire and 5-point Likert-scale Learning Strategies Inventory. The results of t-test showed that there are no differences between males and females in the achievement and using of language learning strategies. The results of one way ANOVAS analysis revealed there are differences between students across their different academic levels. The findings also reported that there are positive relationships between language learning beliefs, language learning strategies and academic achievement. The results of Multiple regression reported that language learning epistemological beliefs and learning strategies explained 79% of the GPA scores. The study results suggest that in order to meet a high standard of successful teaching and increase students’ academic achievement, EFL teachers should use language learning strategies and foster positive language learning beliefs in their classes.