Chanyoo N.Mahidol University2023-06-182023-06-182022-01-01Theory and Practice in Language Studies Vol.12 No.6 (2022) , 1087-109717992591https://repository.li.mahidol.ac.th/handle/20.500.14594/83481This study adopted mixed method research to investigate motivating factors of Thai undergraduate students who took foreign language courses at a Thai university in the Greater Bangkok area, using Dörnyei’s (2009) L2MSS as a study framework. One hundred and seventy-three undergraduate students completed a questionnaire, 25 of whom agreed to participate in the semi-structured interview session. Quantitative data were analyzed utilizing frequency, mean, standard deviation, one-way ANOVA, and two-way ANOVA, while interview data were content analyzed. The findings revealed different motivating sources for the students who had taken or were taking foreign language courses. English and Korean students reported the Ought-to L2 Self as their primary source of motivation, while French, Chinese, and Japanese students reported the Past L2 Learning Experience. The study suggested that teachers provide an adequate and supportive learning experience to foreign language students, leading to higher motivation and engagement in foreign language classrooms.Arts and HumanitiesArticleSCOPUS10.17507/tpls.1206.082-s2.0-8513180623220530692