本研究主要目的在統整相關理論建立國中生英語學習歷程模式，並以實際所得資料進行模式驗證，以探討影響國二學生英語學習歷程的相關因素及因果關係。本研究以449位國二學生為研究對象，運用英語情意反應量表、行動控制策略量表、後設認知量表和英語成就測驗等研究工具，所獲得的資料以LISREL統計方法進行分析。結果發現：一、本研究的國中生英語學習歷程模式與實際資料可以適配，顯示本研究所提出的國中生英語學習歷程模式可以解釋一般國中二級學生的觀察資料。二、國中生英語學習歷程模式中，情意反應對行動控制具直接效果；情意反應對後設認知具直接效果；行動控制對後設認知具直接效果；後設認知對學習表現具直接效果；此外，情意對對後設認知與學習表現具間接效果；而行控制對學習表現亦具間接效果。

The purposes of this study were to construct a model of English Learning Process and to certify it with data from 449 junior high school students (eighth grades). The instruments employed in this study include: Affective Reaction Inventory, Action Control Inventory, Metacognition Inventory, and English Achievement Test. The collected data were analyzed with LISREL. The major finding were: (1) Except the Chi square test that was easily influenced by the sample size, the results indicated that the English Learning Process Model fitted te observed data well in preliminary, overall, and internal structure model fit criteria. (2) the direct effects in the English learning process model were significant regarding their affective reaction with action control, affective reaction with metacognition, action control with metacognition, and metacognition with learning performance; the indirect effects were also significant regarding their affective reaction with metacognition, affective reaction with learning performance, and action control with learning performance.