Abstract: This research investigated the English learning motivations of Ph. D. students. It was found that their instrumental motivatoin level was significantly higher then other types of motivations. The personal characteristics such as gender and age were not significantly related to their English learning motivations, reflecting the convergency in their motivations. The students with higher level of motivations tended to use language learning strategies more frequently. But immediate achievement and learning situation were not significantly related to most language learning strategies. Intrinsic interest was positively related to their English proficiency, while immediate achievement was negatively related to their English proficiency. The pedagogical implications of the findings were discussed.