Abstract
Ongoing concerns about motivation deficits and limited English proficiency in Thai higher education require clarification. This study investigated the levels of academic motivation and achievement among Thai EFL learners at a public university, examined the relationship between motivation and academic performance, and aimed to clarify how trait and state motivation influence achievement in a post-pandemic, digitally enhanced learning environment. A descriptive-correlational design was employed, involving 30 undergraduate EFL students selected through convenience sampling. Data were collected using a self-developed questionnaire measuring trait (9 indicators) and state (8 indicators) motivation on a 4-point Likert scale, alongside academic achievement data from recent English grades. Weighted means, frequency counts, percentages, and a Chi-square test of independence were used for statistical analysis. Results revealed that Thai EFL learners exhibited high overall academic motivation (grand mean = 3.19), with state motivation indicators such as initial enthusiasm (3.41), external influences (3.43), achievement and recognition (3.43), and adaptation and evolution (3.33) rated very high. Trait motivation indicators also scored high, notably in positive attitude (3.32) and lifelong learning (3.32). Academic achievement was strong: 50% of students achieved outstanding grades (A), 43.33% attained very satisfactory results (B+, B), and only 6.67% were in the satisfactory range (C+, C). However, the Chi-square test (χ² = 4.2374, p = 0.5158) indicated no statistically significant relationship between academic motivation and achievement. The findings suggest that while Thai EFL learners are highly motivated and generally perform well, motivation alone does not directly predict achievement. The study highlights the importance of supportive instructional environments and targeted interventions to enhance self-regulation and self-efficacy. These insights inform educators and policymakers seeking to optimize EFL learning outcomes in evolving educational contexts.
