本研究旨在探討台灣主修商科大學生英語學習策略使用與英語自我效能之關係。
此外，本研究亦進一步探討參與學生對於英語學習策略使用及自我效能的看法。
研究問題包括：(1)商科大學生的英語學習策略和自我效能為何? (2)商科大學生的英語學習策略與自我效能是否有顯著之關係? (3)高成就與低成就商科大學生在英語學習策略使用及自我效能是否有顯著差異? (4)商科大學生對英語學習策略及自我效能觀感為何? 本研究採用量化與質性兩種研究方法；研究對象為262位來自北部三所大學商科的學生，參加調查研究並進行問卷填寫，訪談研究對象則由填寫問卷之研究對象中挑選28位自願者進行訪談。研究工具為問卷調查及訪談，包括背景資訊、語言學習策略量表、英語學習自我效能量表三部分和訪談問題。問卷數據以SPSS進行分析，主要是採用描述統計分析、皮爾森積差相關係數及獨立樣本t檢定來分析結果；質性訪談則經由分類編碼進行進一步的分析。研究結果顯示，大學商科學生學習策略使用頻率為中等，最常使用的策略為後設認知策略，而最少使用的策略為情感與社交策略。研究結果發現英語學習策略使用與英語自我效能有顯著正相關，而高低成就學生在學習策略使用上及自我效能都有顯著差異。本研究結果有助於英語教師瞭解商科大學生的英語學習策略偏好和自我效能。根據研究結果並提出教學運用上的建議，教師可以將英語學習策略指導融入課堂，調整教學風格，並適時地關注學習者的心理狀態，以增進學生英語學習能力。最後，本研究提出研究的限制及相關建議作為未來研究之參考。

The present study aims to explore how Taiwanese college business majors make use of the English learning strategies and hold their self-efficacy beliefs in English acquisition, together with the relationship between language learning strategies and self-efficacy of EFL business majors. Furthermore, the differences between more and less proficient learners in the use of language learning strategies and perceived self-efficacy would also be examined in this study. The research questions include: (1) What are EFL university business majors ’ learning strategies and self-efficacy in English? (2) Is there any significant relationship between EFL learning strategies and self-efficacy of university business majors? (3) Do learning strategies and self-efficacy vary between more and less proficient EFL business majors? (4) What are EFL business majors’ perceptions of their learning strategies and self-efficacy? The research design is a mixed method of both questionnaires and semi-structured interviews. A total of 262 undergraduates of business majors from three universities in northern Taiwan participated in the survey study. The instruments applied in this study were five-point Likert-scale questionnaires with three sections, including background information, Strategy Inventory for Language Learning (SILL), and English learning self-efficacy scale along with an interview guide. After completing the questionnaires, 28 volunteers of the participants attended semi-structured group interviews to further delve into their perspectives toward EFL learning strategies and self-efficacy.To analyze the quantitative data from the questionnaires, descriptive statistics, Pearson product -moment correlations, and independent sample t-test were computed by SPSS. The interview data were transcribed and coded for further analysis. The results revealed that the overall learning strategy employment was reportedly in the medium level. Metacognitive strategies were reportedly most preferred by EFL business majors, whereas the least used strategies were affective and social strategies. In addition, there was a positive correlation between business majors’ learning strategy use and self-efficacy beliefs. The results also manifest that learners’ language learning strategy use are highly related to self-efficacy beliefs.
Moreover, the frequency of language learning strategy use was found to be significantly higher for learners with higher language proficiency compared to less proficient students.
The results of this study could help EFL instructors know their students’ English learning strategy preferences and self-efficacy levels with business background. According to the results, it is suggested that teachers could incorporate English learning strategy instruction into classes, adjust their teaching styles, and draw more attention to the need of learners’ psychological status to ameliorate their achievement on the subject of English learning.
Finally, the limitations of the study and suggestions for future research were offered.

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