This longitudinal study used data from the Busan Educational Longitudinal Study (BELS) to identify growth profiles of English class self-efficacy (ECS) over three years and their associations with English class comprehension, engagement, and achievement. A middle school student sample from 2016 to 2018 BELS comprised 3,038 students (1,394 females and 1,644 males) from 56 middle schools in South Korea. Using a personcentered approach with Mplus 8.4, a higher-order growth mixture modeling (GMM) yielded three distinct growth trajectories of ECS: 82.8% of initially high and slowly decreasing (HSD) group, 9.7% of intermediate high and decreasing (IHD) group, and 7.5% of low but increasing (LI) group growth profiles. Results indicated that English class comprehension, engagement, and achievement showed statistically significant mean differences across each growth profile of ECS. The identified ECS growth profiles can be used to tailor intervention measures. Empirical findings are discussed in terms of pedagogical implications in applied language learning and teaching practices and further research.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. ECS and English Class Engagement
    2.2. ECS and English Achievement
3. METHODOLOGY
    3.1. Sample
    3.2. Measure
    3.3. Data Analysis
4. RESULTS
    4.1. Descriptives
    4.2. Test for Longitudinal Measurement Invariance
    4.3. The Latent Growth Trajectory of ECS
    4.4. Determining the Optimal Number of Classes
    4.5. Identifying the ECS Growth Patterns
    4.6. Estimating a Conditional GMM of ECS with Distal Outcomes
5. Discussion
6. Conclusion
REFERENCES

• Youngkyo Oh(Lecturer, Department of Education, Chonnam National University, 77 Youngbong-ro, Bukgu, Gwangju 61186, Korea) Corresponding author