The major purpose of this study was to investigate the existence of distinct motivational groups within a population of Taiwan English as a Foreign Language (EFL) learners. Based on previous English as a Second Language (ESL) research, this study assumed the existence of both an integrative and an instrumental motivation. A hypothesized motivation, labeled “required,” was also testedfor A survey instrument was developed and completed by over 2000 non-English majors at two educational institutions in Taiwan. This paper reports preliminaiy results from the first educational institution and includes the first wave of 500 responses. Exploratoryfactor analysis was employed to confirm the existence the motivational groups and to determine their temporal orientations (past, present, or future). Results did not support the existence of an integrative motivational group, but did find a strong required motivational group as well as an instrumental group. Lack of integrative motivation among Taiwan EFL learners has signijicance for language education in Taiwan, since most EFL classroom techniques are derived directly from Western ESL theoiy that assumes integration as one of the main motivations. Cultural influences on EFL settings are discussed.

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