Thisstudy investigatedthe effectofmotivational factors on English achievementinanintensiveEnglish course.Theparticipantsconsisted of 164Iranian male militarystaff,agedfrom20to 30.Theparticipants filledatranslatedand adapted version of themini-Attitude Motivation Test Battery (α=.70). Factor analysis of thequestionnaireyielded four principalvariables namely,motivation, integrativeness, organizational influence,a nd anxiety. Descriptive statistics indicatedt hatt he militarystaff were highly motivatedinlearningEnglish andhad lowEnglish learningAnxiety.Italsosuggested that themilitaryorganization wasnot so much supportive in learners'studying English.Furthermore,pathanalysisindicatedthatintegrativeness predictedthe motivation to learnEnglish positively, andthatmotivation wasapositivepredictor of English achievement, whereasorganizational influence wasanegativepredictor of English achievement. Thisstudy confirmedthatmotivation is the single most influential factor of language learningachievement,all other thingsbeing equal. The wider concludingargumentofthispaper is that motivation andits constructs arecontext dependentand therefore, anylanguagelearningcontext hasits ownuniquemotivational model. Finally, basedonthe contextoflanguagelearningapathanalyticmodel of L2 motivation wasproposed.

Textbook evaluation plays a very important role in any language teaching or learning program. The present study set out to evaluate "Total English" for intermediate level students based on a checklist adopted from Litz (2005). The researchers weighed the textbook against thirty-five criterial features in the checklist. Furthermore, for the purpose of data triangulation, a five-point-Likert-scale questionnaire including thirty five items was administered to 20 Iranian male and female EFL teachers of varying teaching experiences and university degrees. The checklist included items for external, as well as internal evaluation, then; descriptive statistics was used to interpret the data. The results of the researchers' scrutiny, as well as the descriptive statistics of the questionnaire, indicated that the textbook enjoys good advantages such as a reasonable price, clear layout and effective organization. The results of the study are discussed in details.

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