This comparative study aims to investigate the difference of English learning motivation held by learners of different levels in a local university. The results show that students have moderate motivation degree. Efficient learners are more highly motivated than less-efficient learners. Both efficient and less-efficient learners have strong instrumental motivation and integrative motivation is in the lowest. The pedagogical implications suggest that some motivational strategies should be adopted to stimulate students’ integrative motivation meanwhile their instrumental motivation should be retained to promote college English teaching and learning.