In this study, EFL undergraduate students’ motivation to learn English in the context of Pakistan was investigated by using Dörnyei’s (2009) L2 Motivational Self System as the theoretical framework. This study also investigated the attitudes of the participants about the status of English as the official language of Pakistan and as the medium of competitive examinations. The participants of this study were undergraduate students in three public universities of Balochistan, Pakistan. This study was a mixed method study and data were collected by using a 54-item structured questionnaire survey and semi-structured interviews. The quantitative data were analyzed by using descriptive as well as inferential statistics, and qualitative data were analyzed by thematic analysis of the interviews. The findings of the study suggest that the participants reported Attitudes to Learning English, Ought-to L2 self, International Posture, Instrumentality-promotion, Milieu, Ideal L2 Self, and Instrumentality-prevention as the most important motivational factors for learning English. The results also indicate that Dörnyei’s (2009) L2 Motivational Self System is valid in the EFL context of Pakistan. The participants also mostly favored English as the official language of Pakistan and as the medium of competitive examinations.
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