The purpose of this study was to understand the important factors of college students' English learning performance. 450 samples were randomly selected from a national university through a questionnaire survey, and the following conclusions were obtained through regression analysis: There was no systematic relationship between students' background variables and English learning performance. Students' family socioeconomic status and students' English qualifications had a positively significant impact on English learning performance, but students' gender, self-expectations, English tutoring and English learning performance were not significantly related. The higher the students' self-regulated learning, intrinsic motivation, extrinsic motivation, happiness and self-confidence in learning, the better their English learning ability. Among these factors, it was most important to predict English learning ability based on students' English learning self-confidence and intrinsic motivation. This study discussed these conclusions in depth and makes specific recommendations.