The aim of this study was to examine the relationships of amotivation, extrinsic motivation and intrinsic motivation with the English learning as a foreign language. 199 students at Shiraz University were selected by cluster sampling. The Language Learning Orientations Scale (LLOS) was used in order to measure amotivation, extrinsic motivation, and intrinsic motivation (as predictive variables). Sum of the scores in the mid term and final General English exams employed as an index of English learning (as criterion variable). Multiple regression analysis revealed that learning English predicted by scores of amotivation subscale. The scores of extrinsic and intrinsic motivations did not show any significant relationship with English learning.
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