Areaya, Solomon (PhD)Senbetu, Demissie2018-08-102023-11-052018-08-102023-11-052007-07http://etd.aau.edu.et/handle/123456789/11593The purpose of this study was to understand the factors that affect grades 9 and 10 students' motivation to learn spoken English in some selected secondary schools of East Shoa Zone. The study explored the experiences) attitudes) and perceptions of the participants through interview) classroom observation) achievement tests) self report questionnaire) group discussion and document analysis) such as school marks. On the bases of this) the study investigated the factors that affect motivation to learn spoken English. The correlation between motivation) and English language achievement at both target grades was analyzed by the method of transcription) r description and word expression. The findings of the study indeed have indicated that factors such as parents' involvement) teacher character) peers' behavior and curriculum were found to impose considerable impacts on students' motivation to learn spoken English. Socio cultural situation) classroom condition and supplementary materials also were considered as influencing factors. Based on these findings) conclusions are reached and implications of the findings are indicated and forwarded. In sum) the findings revealed that the level of students' motivation to learn spoken English is low) the factors that affect students' motivation to learn spoken English are parental involvement) teacher situation) the environment) socio cultural situation and curriculum while the correlation between student's motivation and their achievement of English is also found to be positiveenSome Selected Secondary Schools In East Shoa ZoneThesis