Abstract:
Beliefs are basic factors that determine what to do and how to do things in
day-to-day activities. Thus, the current study aimed to examine the relations
between English learning beliefs and academic achievements as mediated by
metacognitive strategy use and academic emotion. Further, the study
investigated gender and domain differences in English learning belief,
metacognitive strategy use, academic emotion, English achievement and SGPA
as well as their effects on academic achievements. The study used multistage
sampling technique to draw participants among Debre Markos University
regular undergraduate students. Four hundred seventy-three respondents gave
complete responses to closed-ended questionnaires and English achievement
test. The study used different data analysis techniques: percentile ranking,
independent samples t-test, multiple regression, MANOVA and structural
equation modeling (SEM). The findings revealed that the status of respondents in
English learning belief was low, but had meaning effects on academic
achievements. English learning belief had significant direct and indirect effects
on English achievement and SGPA. Furthermore, the results showed significant
gender and domain differences in the observed independent variables of the
study (English learning belief, metacognitive strategy use, academic emotion
English achievement, and SGPA) where males and technology group were
advantageous. Finally, the discussions, and limitations and future research
directions are forwarded.