<![CDATA[Abstract. This study explores how self-efficacy and motivation are experienced by multilingual university students and how these experiences are shaped by sociolinguistic contexts. Using an interpretive qualitative multiple-case study design, the study examined three female university students from Egypt, Pakistan, and Thailand who shared the experience of studying in a multilingual university environment. Data were collected through semi-structured interviews and analyzed thematically. The findings indicate that self-efficacy was experienced as dynamic rather than fixed, with confidence developing through repeated language use, meaningful communication, and successful experiences. Participants also described multiple and overlapping motivational orientations, including academic and career goals, cultural and social interests, and language learning motivated by immediate academic needs. In addition, social interaction, multilingual environments, language switching, and participants’ cultural and linguistic backgrounds shaped opportunities for language use and influenced their engagement. Across the three cases, self-efficacy, motivation, and sociolinguistic context appeared to interact rather than operate as separate influences. The study contributes a contextualized account of multilingual university students’ language-learning experiences and highlights the importance of creating learning environments that provide meaningful opportunities for interaction, reflection, and sustained language use.Keywords: Multilingualism, Self-efficacy, Motivation]]>
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