Motivation and attitude towards English language influence on TESL students’achievement

This study was carried out to examine the degree of influence of TESL students’ motivation towards learning English language in relation to their achievement; the degree of influence of TESL students’ attitude towards English language in relation to their achievement; and to identify which type of motivation influence TESL students’ achievement. The survey method was used by distributing questionnaires to obtain data from the respondents, who are 55 final year students of TESL programme. Based on Pearson correlation, there is no relationship between students’ motivation orientation in learning English language and their academic achievement. There is a relationship between students’ attitude towards English language and their academic achievement but it has a weak correlation and no significant correlation. TESL students are found to be instrumental rather than integrative motivated and there is a relationship between students’ instrumental motivation and their academic achievement but it has a weak correlation and not significantly correlated.