國中生英語學習成就因素是重要議題。然而，傳統研究以單一層面分析學生學習成就表現無法掌握不同層面的因素對學習表現的影響。近年來，多層次模型已應用在教育研究分析不同層次因素對學習成就的影響。本研究透過基隆市國民中學生學習表現資料庫，有134個班級2,750位學生，研究中分為班級及學生層因素，透過多層次模型分析獲得結論如下：一、班級間的差異在解釋國中生英語學習成就是不可忽略的重要因素；二、個體層的性別、SES、補習英文時間與文化資本對英語學習成就有顯著影響；三、個體層的自我教育期望及英語學習動機對英語學習成就有提升效果；四、班級的文化資本脈絡對英語學習成就有提升效果；五、班級的英語學習動機於學生補習英文時間對英語學習成就具調節效果。

Junior high school students’ English achievement is a crucial research topic, yet previous related studies were based on analysis of single-level variables, which were unable to illustrate the effects of multi-level factors. Hierarchical Linear Modeling (HLM) has been applied in educational research to analyze the influences of various levels of factors on academic achievement. This study thus investigated the effects of both the class level and the learner level factors on the learners’ English academic achievement, using HLM. The database used in this study contained data collected in Keelung City from 2,750 junior high school students of 134 classes. The results of HLM are as below. First, the differences among classes, important in predicting junior high school students’ English achievement, are not negligible factors. Second, among the learner-level factors, gender, SES, time spent on studying English in cram schools, and family cultural capital have significant effects on English achievement. Third, in terms of the learnerlevel factors, self-education expectation and English learning motivation have positive effects on English achievement. Fourth, cultural capital as a class-level factor positively influences English achievement. Fifth, time spent on studying English in cram schools (a learner level variable) and English learning motivation (a class level variable) have a mediation effect on English achievement.