This study investigated the relationship between English language learners` Instagram engagement and second language (L2) motivation. It also aimed to determine engagement types (behavioral, cognitive, and affective engagement) as predictors of L2 motivation. We recruited 102 Iranian users engaged in Instagram to learn English through stratified sampling. The participants were Persian native speakers learning English as a foreign language. They were 81 males and 21 females at different levels of English proficiency whose ages ranged from 16 to 62. A multimethod approach, with a quantitative/qualitative design, was adopted to conduct the study. The quantitative phase had a correlational design in which two questionnaires were administered to measure English learners` engagement in language learning on Instagram and their L2 motivation. Furthermore, a semi-structured interview was conducted in the qualitative phase. Results revealed a positive and significant relationship between the English language learners` engagement on Instagram and their L2 motivation. Moreover, cognitive engagement was the sole predictor of learners` L2 motivation. The findings have pedagogical implications for both English instructors on Instagram and classroom teachers, which are discussed in light of the literature.
