本研究論證藉由教學法影響越南大學生英語成就的因素。從越南各大學學生收集350 份問卷樣本。本研究以層級回歸驗證假設中介效果及干擾效果其結果發現興趣對動機與成就間具中介效果；語言焦慮對教學法及成就間具有干擾效果。研究顯示教學法能降低學生學習英語焦慮。教師最清楚教室狀況選擇最好的教學法教學生以改進學生學習成效。 This study demonstrates the factors that affect the English language achievement of Vietnamese students through the Teaching Method at universities. To improve student's English Achievement, this study considers these factors through teaching method to limit the negative factors that affect the quality of teaching and learning of teachers and students at universities in Vietnam. The sample in this thesis was collected by sending 350 questionnaires to Vietnamese students who have been learning all the cities in Vietnam. This study used hierarchical regressions to test the mediating and moderating effects of hypotheses, and found the moderation of Interest in the relation between Motivation and Achievement and Language Anxieties moderates the relationship between Teaching Method and Achievement. The study showed that teaching method can use to reduce the effect of language anxieties. Teachers know their classroom better than anyone, so choose what methods best for students and improve student's English Achievement.
