The relationship between the EFL advanced Iraqi learners' integrative motivation and their academic achievement

Abstract EN

Language learners' high academic achievement is dependent on the amount of motivation they have.

Learners with a good deal of motivation are capable of achieving long- term objectives compared to those who lack motivation.

This study investigates the integrative motivation of the Iraqi EFL advanced learners and their academic achievement.

To this end, a quantitative nonexperimental research design is followed.

The study results show that there is a weak, and statistically insignificant correlation between the Iraqi EFL advanced learners' integrative motivation and their academic achievement.

Moreover, there is a significant decline in the learners' integrative motivation toward the end of the academic year.

This decline seems to be more significant among females than males.

Consequently, further research on the learners' motivation and the factors that may cause its declination are recommended.