<![CDATA[Despite the growing body of research on language learning motivation, limited studies have examined how integrative motivation develops through students’ experiences in Indonesian EFL higher education using a mixed-methods design. This study aimed to investigate how EFL university students demonstrate integrative motivation in English learning and to identify the factors shaping their motivational orientations. An explanatory sequential mixed-methods design was employed, involving 21 sixth-semester students of the English Education Study Program at Dayanu Ikhsanuddin University. Quantitative data were collected through a five-point Likert-scale questionnaire and analyzed using descriptive statistics, while qualitative data were obtained through semi-structured interviews and analyzed using thematic analysis to explain the quantitative findings. The quantitative results indicated that most participants demonstrated high (52.6%) and very high (38.2%) levels of integrative motivation toward English learning. The qualitative findings revealed three interconnected dimensions underlying students’ motivational development: intrinsic enjoyment as the foundation of integrative motivation, self-initiated learning engagement, and intercultural curiosity toward English-speaking communities. The integration of both data sources suggests that integrative motivation is not a fixed psychological attribute but a dynamic developmental process in which affective, behavioral, and intercultural dimensions continuously interact to sustain English learning. These findings provide empirical insights into the development of integrative motivation among Indonesian EFL university students and offer practical implications for designing English learning environments that promote meaningful engagement, student autonomy, and intercultural awareness. ]]>
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