The motivation of language learners is a crucial aspect of effective teaching in the language classroom. Allowing students to interactively experience technology-enhanced learning activities whereby they design, organize, and create collaborative projects such as video-recorded role plays, dialogues, and short films is one motivational approach. The objective of this qualitative case study is to explore the perceptions of post-secondary English-as-a-Foreign-Language (EFL) students on how their collaborative experiences of creating video projects influence their motivation to learn English. This qualitative case study utilizes semi-structured interviews, researcher's field notes, and student artefacts to explore the perceptions and experiences of eight students. Findings reveal that the perceptions of the participants are generally positive with regards to video project collaboration. Furthermore, results also show that self-efficacy and task value are important sociocognitive constructs that impact the language learners' motivational orientation. The results of this study provide new understandings of how technology-enhanced approaches to learning enhance learner motivation in postsecondary EFL learners.