The purposes of this study were 1) to study levels of English teaching and learning achievement of the university students in eastern Thailand, and 2) to create a structural equation model of English teaching and learning achievement of the university students in Eastern Thailand. The sample group was 395 students from 9 public universities, and the instrument used to collect the data was a questionnaire. The data was analyzed by descriptive statistics: percentage, mean and standard deviation, and inferential statistics to test hypotheses through the structural equation in order to analyze a causal relationship influencing the achievement of English teaching and learning of university students in eastern Thailand. The findings revealed that: 1) self-efficacy factors influenced the teaching and learning achievement at statistical significance level of p-value<0.05, i.e. preparation for English classes (mean=3.13, SD=0.91); constant practice of English four skills (mean=3.13 SD=0.91); encouragement of asking and answering a question while lecturing (mean=3.78, SD=0.87); 2) expectancy factors influenced the teaching and learning achievement at statistical significance level of p-value<0.05, i.e. improvement of marks and grades for English classes (mean=3.51, SD=0.83), and English leads to achieve expectations; and 3 educational technology factors influenced the teaching and learning achievement at statistical significance level of p-value<0.05, i.e. successful implementation of e-learning (mean=3.86, SD=0.90), effective introduction to a lesson, techniques of making a question or creating an activity for learners’ understanding (mean=3.91, SD=0.91), and teaching strategies to keep class interesting (mean=3.83, SD=0.92), and 4) achievement factors influenced the teaching and learning achievement at statistical significance level of p-value<0.05, i.e. acquisition of 500-1,000 English words (mean=3.13, SD=0.90), and ability of making basic English conversation with foreigners (mean=3.07, SD=0.93)