The present study goal is to investigate female university students’ motivation toward learning English as Second Language (ESL) studying at the University of Sindh, Pakistan. Two main objectives of the study were to evaluate the motivational orientation of the female learners in terms of integrativeness or instrumentality. Second, to study the factors that affect the learners motivation towards learning English. A mixed-method approach was employed with descriptive and inferential statistics were performed on the data to evaluate the data. A number of 158 female students from both the Science and Arts faculties at the English and Chemistry departments filled the structured questionnaire. Additionally, to gain a deeper understanding of the researched phenomenon, the semi-structured interviews were conducted with 20 students. The findings revealed a complex portrait of the target population, with the most prominent motivational factors being integrative motive, classroom environment, and instrumental motive. Besides, the influence of teachers was found to induce behavioral changes, while gender did not appear to significantly impact the learning process
