Abstract
Motivation has long been identified as one of the main factors affecting English language learning. This study examined motivational orientation (instrumental or integrative) and achievement of learning English as a foreign language. The first purpose of the study was to find out the kind of motivational orientation that is more common among Libyan undergraduate students. To achieve this purpose, a motivational survey of 14 items mainly adapted from Gardner‘s Attitude/ Motivation Test Battery (AMTB) was conducted. The second purpose of the study was to investigate the relation between motivation and achievement in language learning. This was achieved by correlating the participants‘ 2016 fall results with the findings of the survey. 56 undergraduate students enrolled in the English department at Janzour Faculty of Education in Libya participated in the study. The data was analyzed by using SPSS version 17. The main findings showed that the participants were both integratively and instrumentally motivated to learn English with a slightly higher edge towards integrative motivation. This reveals that both motivations were significant, and that integrative motivation is a stronger factor among this group of students. The study also found that there was no significant correlation between motivation and achievement among the investigated group.