One of the problems of students’ transition from secondary education to higher education, is the weakness of English language skills along with the shortage of incentive to improve their learning. The purpose of this study
was to re-explore the motivation to English learning in undergraduate students and the factors affecting it from the viewpoint of English language instructors in universities. This research was conducted using qualitative approach and
Grounded Theory strategy. The population of study included all the English language instructors in the public universities of Sanandaj. And 14 individuals were selected purposefully using theoretical sampling, and theoretical
saturation of data was the end of sampling basis. The instrument used was the semi-structured qualitative interview. The process of coding and modeling of qualitative data, has been done through qualitative data analysis software
(MAXQDA 11). Reflexivity strategy was used to determine the validity of the process of coding and interpreting qualitative data. According to the
findings, pedagogical themes; structural themes and motivational themes are described by explaining "Motivation-based Education" model as a focal theme, along with the causal conditions (with concepts of active teaching methods,
teaching-learning process, and Appropriateness of content), the interventionist conditions (with concepts of cultural features, and educational challenges) and the contextual conditions (with concepts of emotional attitudes, and perception components). The strategies include strengthening pedagogical themes and modifying structural themes, and the outcomes include improvement of the motivational themes in learning English language.