Abstract

• To make secondary school students improve in English, an essential subject for them, it is needed to examine factors influencing English Language Achievement. Therefore, a preliminary study was conducted as an initial exploration of these factors influencing English Language Achievement of secondary school students. Socio-economic status, learning opportunities, parental involvement and student-teacher relationship were chosen as social factors that influence English Language Achievement. Linguistic intelligence and language learning strategies were selected as cognitive factors influencing English language achievement. As the sample of the study, a total of 1000 secondary school students (467 males and 533 females) from Minbu district were chosen. To examine which factors' influencing effects were direct or indirect, a path analysis was used. According to the result, it was found that linguistic intelligence and language learning strategies had significant direct effect on English language achievement, and learning opportunities, parental involvement and student-teacher relationship had significant indirect effect on English language achievement through language learning strategies.