<![CDATA[The General Background of English as a global medium of higher education requires university students to acquire strong foreign language proficiency for academic and professional success. Within the Specific Background of Iraqi tertiary education, English serves as the primary instructional language, yet many undergraduates struggle to attain satisfactory language outcomes. A notable Knowledge Gap exists regarding empirical evidence on how specific language learning motivational factors correlate with actual academic achievement among Iraqi university undergraduates. This study Aims to evaluate language learning motivation levels, determine academic performance in English, and analyze the correlation between motivation and examination results among 200 undergraduate EFL learners at Mustansiriyah University. Quantitative Results demonstrated that 58% of learners exhibited average motivation and 51% achieved average exam performance, while Pearson correlation revealed a strong positive relationship between motivation and performance ($r = .83, p < .05$). The study highlights its Novelty by identifying that Iraqi EFL undergraduates are predominantly instrumentally motivated by social status and employment prospects rather than integrative cultural drive. Practical Implications urge educators and curriculum designers to implement targeted motivational strategies and washback programs targeting underperforming skills. Keywords : Foreign Language Learning Motivation, Academic Performance, Iraqi Efl Learners, Undergraduate Education, Correlation Analysis Key Findings Highlights Iraqi EFL undergraduates predominantly demonstrate average motivation levels and average academic performance in mandatory university English courses. Student motivation is heavily instrumental, primarily driven by career advancement, social status, and international language prestige. Foreign language learning motivation exhibits a statistically significant positive correlation with undergraduate academic exam results.]]>
