Background: While English is becoming as a tool of communication and interaction with people from different countries in the global society of the twenty-first century due to the trend toward globalization and internationalization, those who study abroad and immerse themselves in the host culture may experience intercultural learning naturally during the interaction with native speakers by using English as an international language in daily life. As students studying abroad may also have the opportunity to learn English in the process of intercultural learning, whether intercultural learning has an effect on their English learning motivation deserves researchers' attention and thus becomes the focus of this study. Aim: The purpose of this study investigates whether and how intercultural learning has an effect on English learning motivation among students studying abroad. Sample: A total of 150 questionnaires were distributed to Asian students speaking English as a foreign Language (EFL) and studying abroad in an English-speaking country, and 143 questionnaires were returned at a response rate of 95%. Method: This study was conducted in an English-speaking country by drawing upon a questionnaire survey. The Statistical Package for Social Science (SPSS) was applied in this study to analyze the data collected from questionnaires. Results: While finding that English learning motivation held by students studying abroad was significantly affected by intercultural learning, the results of this study showed that integrative motivation and instrumental motivation were significantly correlated with each other in reflecting the effects of intercultural learning among students studying abroad. Conclusion: Integrative motivation and instrumental motivation can be considered two types of English learning motivation which are equally important to students studying abroad for experiencing intercultural learning and benefiting from it in English acquisition. (Contains 11 tables.)