In the present study we surveyed the English language learning motivations of 518 secondary school students, university students and young adult learners in the capital of Chile, Santiago. We applied multi-group structural equation modeling to analyze how language learning goals, attitudes, self-related beliefs and parental encouragement interact in shaping motivated behavior and to investigate age- and group-related differences in the internal structure of language learning motivation. We compared our findings to previous studies using similar instruments in different settings, and based on our findings, we proposed a new interactive model of language learning motivation, which consists of goal-systems, attitudes, self-efficacy beliefs and future self-guides.