This is a theoretical paper that attempts to re-conceptualize language learning motivation by taking into consideration the effects of globalisation on learners' sense of identity and how this impacts on the motivation to learn the unquestioned language of globalisation, English. I will argue that in EFL contexts it is learners' sense of membership of an imagined global community and of themselves as users of the language, as opposed to any desire to integrate with a target community, that forms the basis of their motivation. The paper proposes a model of motivation that places the learner's real identity as a member of an imagined global community, and a clear vision of an ideal language-using self at its core.