Language learning is strongly influenced by motivation and researchers have found correlations between motivation and second/foreign language achievement (Binalet & Guerra, 2014; Khodadady & Khajavy, 2013; Park, 2004). According to Dornyei (1998), high motivation can compensate for the discrepancies in language performance caused by learning conditions. Gardner and Lambert (1972) generalized that motivation could be labeled integrative motivation and instrumental motivation. However, according to Warden and Lin (2000), students in Taiwan have so-called "required motivation" instead of integrative or instrumental motivation. In a complex and unequal society, learners may gain rewards through the investment of intense effort. As Warden and Lin further explained, "English is the language most often required in Asia, which results in many students studying English simply because it is mandatory" (p.539). In this study, researchers intended to discover what attitudes junior high school students hold toward English and whether their English learning backgrounds affect their learning achievement. A quantitative survey methodology was utilized to probe these issues. The results indicated that intrinsic motivation contributed more to achievement in English learning. Learning at a young age and learning at private cramming schools also enhanced their learning achievement.