本研究分析基隆市國中生的家庭社經地位對英語補習時間成長的影響、英語補習時間成長對英語學習成就的影響，從五學期1,234名學生資料以潛在成長模式分析獲得以下結論：一、國中生英語補習時間成長軌跡呈現直線下降趨勢，國一生補習時間較多，隨著學期推移，補習時間愈少。二、國一生家庭社經地位愈高，英語補習時間愈多，然而國一生家庭社經地位，並沒有對五學期英語補習時間成長軌跡有顯著影響，以及國一生英語補習時間對國三英語學習成就沒有明顯影響。三、隨著學期往後推移，補習時間減少，國三生英語學習成就反而愈好。國一生英語補習時間與五學期補習時間成長軌跡沒有顯著關聯。本研究結論打破英語補習時間愈多，英語學習成就愈好的迷思。最後，針對結論深入討論，提出具體建議。

This study analyzed the influence of the family socioeconomic status of junior high school students in Keelung City in northern Taiwan on the growth of English tutoring time, and the impact of English tutoring time growth on English learning achievement. The growth trajectory of English tutoring time showed a straight downward trend. Seventh grade students had more tutoring time, and as the semester progressed, the tutoring time declined. English tutoring time increases with socioeconomic status. The family socioeconomic status of the seventh graders did not have a significant impact on the five-semester English tutoring time. The English tutoring time of the seventh graders had no significant effect on their ninth grade English learning achievement. As the semester progressed and the tutoring time decreased, the English learning achievements of the ninth graders improved. There was no significant correlation between English tutoring time and five-semester tutoring time growth for seventh graders. This conclusion contradicts the myth that more English tutoring time leads to better English learning achievement. We conclude with a discussion of the findings and specific suggestions.