There were no significant differenc

There were no significant differences of motivation between the high and low achievement group. The correlation between motivation and their English learning achievement was significantly correlated with each other (r=.184 , p< 0.05 ) . The participants mentioned that they have studied English in order to be successful in their future education and career and instrumental motivation was found to have more impact on students than integrative one. In conclusion, motivation has positive relationship with students’ English learning achievement. The findings could be useful for researchers and teachers in improving students’ achievement by conducting effective teaching and learning strategies to develop students’ motivation.