The view of social cognitive theory has always emphasized that learning motivation is influenced by the interaction between personal learner and his perceptions of classroom situations, but very few empirical studies have explored moderating effects of different classroom situations on the relations among personal learning motivation, learning strategies or achievement. Based on English learning, the purpose of this study was to: (a) test the 4-dimensional goal orientation causal model with empirically observed data; (b) analyze the moderating effects of classroom goal structures on the dependent variables of 4-dimensional goal orientation causal model. The participants were 1,261 students from 17 senior high schools. The observed data were analyzed by SEM and multi-sample analysis. The results of this study show that: (a) the theoretical model is appropriate to examine the empirically observed data; (b) the following relations are moderated by students’perceptions of classroom goal structures: direct effects of mastery avoidance goal, performance approach goal and performance avoidance goal on deep English learning strategies, direct effect of performance avoidance goal on English achievement test, direct effect of deep English learning strategies on English achievement test. Such findings support normative goal theories and multiple goal theories, but do not support revised goal theories. Lastly, implications for instructional practice and future research were discussed.