The subjects were undergraduates at technology universities in Taiwan. The instrument was the questionnaire of technology university students' English learning. The findings show that public university students agree more on the dimension of successful learning in learning belief than private university students and the former students also perform better at the dimensions of goal attainment, learning adjustment, and resort to resources in learning effectiveness than those of the latter. The students with high achievement in English feel learning climate the most and possess the highest learning effectiveness. Those with low achievement feel the highest learning anxiety. All three variables in learning anxiety show no canonical correlation with learning effectiveness significantly. The dimension of teacher support in learning climate is the most predictable variable of learning effectiveness. The model constructed presents a good fit, which means the collected data matches the research model.