Motivation is widely recognized as a fundamental factor in second language acquisition. This study aimed to investigate the relationship between Iranian learners’ motivation to study English as a Foreign Language (EFL) and their family background within private language institutes. A mixed-methods approach was employed, combining questionnaire surveys with semi-structured interviews. The quantitative findings indicated a significant positive correlation between parental education level and learners’ motivation, while socio-economic status and the degree of family support also emerged as influential factors. Qualitative insights from interviews further emphasized the importance of parental emotional support in sustaining learners’ long-term motivation. The results suggest that family background plays a crucial role in shaping EFL motivation and highlight the need for teachers, parents, and educational policymakers to consider familial and socio-economic factors when designing strategies to enhance English learning in Iran.
