On the Relationship of Students' English Learning Beliefs and Learning Strategy in the University

The research conducts a questionnaire survey and interview on students' English learning beliefs and learning strategy in a particular college in Jiangxi province in order to have a better understanding of college students' English learning beliefs and learning strategy, and the results indicate that the learning beliefs of students is in a middle level, the mean of motivation expectation is the strongest, students overestimate learning difficulties, underestimate their own learning ability, and they have certain wrong beliefs on the understanding of the nature of learning; As for English learning strategy, students' using level is medium, compensation strategy is the most frequently used, and the least frequently used is the memory strategy and affective strategy. English learning beliefs and learning strategy are closely related; English learning beliefs and learning strategy are not correlated with English achievement respectively. Therefore, teachers should help students to establish correct learning beliefs, and pay attention to gender differences in English learning, enhance male students' self-confidence, encourage female students to enhance their confidence, and guide male students to use more memory strategy and social strategy in order to improve the quality of English teaching in normal universities. The purpose of this study is to better understand the English learning beliefs and learning strategy used by normal university students, and to provide some references for improving the quality of English teaching in universities.