THE RELATIONSHIP OF LEARNING MOTIVATION AND ACHIEVEMENT IN EFL: GENDER AS AN INTERMEDIATED VARIABLE

Many studies in EFL have emphasized the importance of students' motivation or teaching methods; but they ignore the subsequent impact of learning achievement, and even gender learning differences. This paper is to understand learning motivation and achievement in EFL study, especially gender differences. Questionnaire was used in data collection. Statistical method included regression analysis was utilized to examine this research hypothesis and to clarify the relative contribution of these variables. The results show that learning motivation is a key factor in learning English as a foreign language and there are some differences on gender for students’ learning motivations. However, learning achievements of EFL are affected by learning motivations and previous learning experiences, and have gender differences on them.