The purpose of the study was to identify Korean high school students’ beliefs about L2 learning and a structural model that best explains the belief factors associated with L2 achievement using structural equation modeling (SEM). It has furthermore explored the effect of gender on the structural model of belief factors affecting L2 achievement. A total of 447 students (253 boys, 194 girls) at two schools completed a questionnaire containing 26 Likert-scale items. The results produced five underlying constructs: selfefficacy of English learning, importance of grammar learning, role of teacher feedback, importance of accuracy, and nature of English learning. The final SEM model showed that both self-efficacy of English learning and importance of grammar learning were positive, direct, and significant predictors of L2 achievement. Role of teacher feedback and nature of English learning, however, were indirectly related to the L2 achievement through the mediating role of self-efficacy of English learning. The study also provided empirical evidence that gender moderated the causal relationships among belief factors affecting L2 attainment. Based on the findings, pedagogical implications to improve L2 instruction were suggested.

I. INTRODUCTION
II. THEORETICAL BACKGROUND
    1. Beliefs about L2 Learning
    2. The Relationship between Beliefs and L2 Achievement
    3. The Relationship between Beliefs and Gender
III. RESEARCH METHOD
    1. Participants
    2. Instruments
    3. Procedures
    4. Data Analyses
IV. RESULTS
    1. Learner Beliefs about English Learning
    2. The Structural Relationship between Beliefs and L2 Achievement
V. DISCUSSION AND CONCLUSIONS
REFERENCES

• Kyung Ja Kim(Dept. of English education Chosun University)