English-learning goal orientations and English self-efficacy accounted for a significant portion of the variance in the strategy of interest enhancement (Д4548) = 39.394, p = .000). The variance in interest enhancement accounted for by the three types of English-learning goal orientation and English self-efficacy was 22.3 %. Separately, mastery goal orientation (fi = .177, p = .001) and self-efficacy (f = .290, p = .000) were significant individual predictors of interest enhancement. Hence, students were more likely to regulate their motivation by trying to increase the relevance or situational interest of a task if they expressed a strong focus on mastery goal orientation or if they had a strong sense of self-efficacy for English learning. Both performance-approach goal and performance-avoidance goal were not individual significant predictors of interest enhancement. The results of the present study are somewhat different to those of Wolters and Rosenthal (2000) that examined the relations between motivational beliefs of task value, learning-goal orientation, performance-goal orientation, self-efficacy and five motivational-regulation strategies and found performance-goal orientation was a significant predictor of interest enhancement but self-efficacy was not.