Abstract: This study investigated the relationship between college students' intercultural contact and motivated learning behaviour in the context of China. Through a questionnaire survey among 223 non-English major college students, this study applied structured equation modeling to analyze the proposed model. Based on the goodness-of-fit criteria, the study confirmed the validity of the proposed model. It found that all the variables in the model contributed to motivated learning behaviour significantly. The path coefficients showed that motivated learning behaviour was not only shaped by direct contact, but also by learners' attitudes towards learning English and the perceived importance of contact situations. Indirect contact and instrumentality had indirect influence on motivated learning behaviour mediated by learner's attitudes towards learning English. The results from the study provide important theoretical bases for relevant intercultural research and certain practical reference for improving learners' motivation to learn English through intercultural contact.