The global dominance of English has made it a vital skill for academic, professional, and intercultural success. However, in Indonesia’s EFL context, English instruction often prioritizes technical skills over students’ cultural identity and emotional engagement. This study explores how cultural identity influences students’ motivation in learning English as a foreign language. Grounded in Gardner’s Socio-Educational Model and Deci & Ryan’s Self-Determination Theory, the research adopts a qualitative phenomenological approach. Initially, a questionnaire was distributed to 26 eighth-semester students in the English Education Program at UIN Walisongo Semarang to identify culturally diverse culture. Six participants were purposively selected for interviews. Thematic analysis revealed four key findings: (1) cultural identity serves as both a source of pride and conflict in learning English; (2) learning English shapes students’ sense of self and identity; (3) motivation is driven by aspirations and the need to belong; and (4) students face challenges in balancing their cultural values with English learning demands. The study highlights the importance of culturally responsive pedagogy to foster integrative and intrinsic motivation among learners and calls for greater alignment between language teaching and students’ socio-cultural realities.