Few studies have analyzed how factors related to schools, classes, and students may affect student achievement in English language learning. Therefore, we analyzed student performance in English language learning with respect to those three factors to understand their influence on English learning achievement. We collected data from 1,576 students in 133 classes from 15 schools in Keelung City, and our findings were as follows: 1. The explanatory power of the different effects of schools, classes, and students on English learning achievement was 5.02%, 82.92%, and 12.06%, respectively. 2. Students’ sex, amount of additional English tutoring, self-imposed educational expectations, paternal educational expectations, motivation for English learning, socioeconomic status, and family cultural capital all affected English learning achievement. 3. Average achievement in Chinese, motivation for English learning, socioeconomic status, and family cultural capital significantly influenced English learning achievement, whereas peer interaction had no significant effect. 4. English learning achievement correlated with higher average motivation for English learning and higher average achievement in mathematics. This study employed a three-level model to analyze the factors in English learning achievement in grade 7 students. Differences among schools, classes, and students greatly affected English learning achievement, with class differences demonstrating the greatest effect. Moreover, the variables examined within the three levels were key influencing factors.
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