Subnaik-Deyal, Ena2022-01-182022-01-1819911554https://hdl.handle.net/2139/53653This study focuses on achievement in English and the part played by motivation in such achievement. A total of 114 Form 4 students (38 boys and 76 girls) aged 14-17, from two streams (60 from the pre-technical and 54 from the academic) of a senior comprehensive school in Trinidad and Tobago were involved in the investigation, as well as 9 teachers in the sample school and 32 from other schools in the country. Data were collected from questionnaires to students and teachers; a content analysis of teacher-made achievement tests in English for Terms 1 and 2; teacher-given grades in the basic skills required in the final examination--comprehension, writing, and multiple choice; and interviews. In addition, teachers rated each student's motivational level in the subject. Results of the data analysis showed a significant relationship between each of (a) intrinsic motivation, (b) extrinsic motivation, (c) teachers' teaching style, (d) gender, and (e) the utilitarian function of English, and achievement in English at p<.05. There was neither significant relationships between peer group influence and achievement in English, nor between socio-economic status and achievement in English. Analyses of teachers' and students' interviews are also presented, and implications of the findings for the teaching of English in secondary schools are highlightedStudent motivationM.Ed.