This study conducted both the general linear model and multiple group analysis to analyze the differences and relationships among English learning beliefs, English learning anxiety, and English learning effectiveness among 501 technology university students in southern Taiwan. Furthermore, this study attempted to develop a causal model of English learning effectiveness. The outcome of the general linear model showed that female students had higher English learning beliefs than male students, especially in the dimension of English value, but there was no significant difference in English learning anxiety based on gender. Female students showed higher English learning effectiveness only in the dimension of goal attainment compared with male students. English majors had higher English learning beliefs and English learning effectiveness than non-English majors, but English majors had more English learning anxiety, especially in the dimensions of teacher-student interaction and negative evaluations. According to the multiple group analysis, English learning beliefs was positively correlated to English learning anxiety for English majors, but there was a negative correlation between them for non-English majors. English learning beliefs had a positive direct effect on English learning effectiveness, with respective effect sizes of .56 and .51 for English majors and non-English majors. English learning anxiety had a negative direct effect on English learning effectiveness, with respective effect sizes of -.28 and -.27 for English majors and non-English majors. The two types of English learning effectiveness models could explain up to .38 and .36 of the variance of English learning effectiveness.
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