A learner’s L2 acquisition was influenced by motivation (Wood, 1998). To emphasize its effects on students’ learning, Crookes and Schmidt (1991) indicated that motivation is crucial in schools due to its powerful influence on students’ learning since motivation is a key for students’ learning achievements. Thus, students with strong learning motivation often study better than those with less or no learning motivation. Gardner and Lambert (1972) mentioned that motivation can be said to be an essential element in deciding students’ learning achievement in which motivation overrides the aptitude which accounts for a considerable proportion of individual variability in language variability in language learning achievement.