| dc.description.abstract | This study uses data collected from grades 3-6 grades of a public elementary school in Hsinchu. All transcripts are collected from the first semester of the 108th academic
year to the first semester of the 111th academic year. The detailed background information of the students in this school is collected by offering questionnaires. A total of 958 questionnaires were sent out, 74 were returned, and 72 were valid, with a return rate of 7.72%. The transcripts and background information are used to explore factors that affect English achievement. The data is divided into two parts: the population and the sample. The population is all students in grades 3 to 6, and the sample is students who have filled out the questionnaire. The variables related to the sample are divided into four categories: student personal information, immersion in a multilingual environment, family background, and self-rated language proficiency in English. The empirical results are as follows. First, English scores are positively correlated with Chinese scores and semester percentile ranking. In other words, good English scores are usually go along with better performance in the Chinese and academic records. Second, English scores are significantly correlated with variables related to immersion in a multilingual environment such as the age of starting English lessons, experience of going abroad, and the type of kindergarten attendance.
Therefore, let preschool children be exposed to English and maintain a systematic learning contribute to their English performance at the elementary school will be better. Third, although family background does not have a direct impact on English achievement, investment in English lessons and global exposure are closely related to family socioeconomic status. Fourth, self-rated language proficiency in English is consistent with English performance. | en_US |