Rachid CHETTAROum El Kheir MEBARKI2025-10-290008-10-20https://dspace.cu-maghnia.dz/handle/123456789/3436eachers often struggle to engage students with varying ability levels and a widespread lack of interest in learning English. This study investigates the motivational strategies used by EFL teachers in Algerian middle schools—specifically in the district of Maghnia—and how these strategies influence learners‘ academic achievement. It also explores the factors that students themselves find most motivating. Data were collected through questionnaires distributed to 80 students and 10 teachers across three middle schools. The study aims to enhance both intrinsic and extrinsic motivation among learners and to identify the classroom practices that most effectively improve English language learning. Beyond helping students perform better on exams, the research seeks to foster a deeper appreciation of English as a global language. By bridging the gap between theory and classroom practice, this study provides practical insights for teachers, curriculum designers, and policymakers. The findings offer valuable recommendations for creating more engaging and learner-centered EFL environments, not only in Maghnia but potentially across the Algerian educational system.enmotivational strategiesEFL learnersacademic achievementintrinsic motivationextrinsic motivationteacher practicesAlgerian middle schoolslearner engagementcurriculum designThesis