This study aims to investigate the influence of an English as a foreign language college extensive reading program on different types of motivation to study English within the framework of Self-Determination Theory in order to identify and clarify students' motivational changes. Identical questionnaires were administered to a group of nonEnglish major learners before and after the program to identify changes in their general motivation, four motivational regulatory styles (intrinsic, identification, introjection, and external), and three psychological needs (autonomy, competence, and relatedness). Another questionnaire elicited students' perceptions of their experience of the course. The questionnaire results indicate that extensive reading is effective in enhancing identification and intrinsic motivation to study English. The results of the other questionnaire are also discussed to provide a fuller understanding of the benefits of extensive reading and to assist practitioners who teach students of a wide age range.