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Learning English as a second language (ESL) requires a high level of motivation especially among university students. This study examines the influence of value components of motivation to learn English in Malaysia, where attitudes towards language learning are generally considered moderate. A quantitative survey of 104 full-time and part-time undergraduate students was conducted using a Likert scale questionnaire with three (3) main sections: value, expectancy, and affective components. The findings show that both groups of students have different motivational expectations and perceptions, but extrinsic goal orientation (value components) was rated highest by students in both study modes. They also show strong confidence in their academic abilities and learning. Analysis of the affective components show test-related emotional experiences, while overall there were no significant motivational differences between the different learning modes. Recommendations include tailored learning support and managing test anxiety to increase ESL students' motivation.
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