The present study aims at delving into English as foreign language students’ demotivation, burnout, mastery goal orientation, and perceptions of classroom activities. This is accomplished by building a causal structural model through which the associations among the constructs are estimated. The Persian version of the 'de-motivation scale’ designed by Sakai and Kichuki (System 37:57-69, 2009) is used to assess demotivation. It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. To gauge burnout, student version of ‘Maslach Burnout Inventory’ (Schaufeli et al., Psychology, 33(5):464-481, 2002) is employed. It measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The Persian version of the ‘Students Perceptions of Classroom Activities’ scale designed by Gentry and Gable (My class activities: A survey instrument to assess students’ perceptions of interest, challenge, choice, and enjoyment in their classrooms, 2001) is utilized in determining student perceptions of their classes. The scale assesses four perceptions: interest, challenge, choice, and joy. Students’ goal orientation is measured by the translated version of ‘Achievement Goal Orientation Inventory’ designed by Midgley et al. (Contemporary Educational Psychology, 23 (2):113-31, 1998). The results display a good overall fit of the proposed model with the empirical data. In particular, demotivators positively and significantly predict student burnout and the two internal demotivators namely, ‘lack of interest’ and ‘experiences of failure’ negatively and significantly impact on student mastery goal orientation. The results also indicate that student burnout negatively and significantly predict student mastery goal orientation and positive perceptions of classroom activities. Student perceptions of interest and joy, on the other hand, positively and significantly play an important role in mastery goal orientation. Student perceptions and mastery goal orientation have positive effects on student achievement.

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