This paper explores students’ perceptions of the most and least motivating teaching strategies in English for Specific Purposes (ESP) classes. Drawing on learner-centered principles, it identifies task-based learning, use of authentic materials, and technology-enhanced instruction as highly motivating strategies. In contrast, traditional, lecture-based approaches and irrelevant materials are viewed as demotivating. The paper emphasizes the importance of aligning instruction with students' professional goals, providing meaningful feedback, and fostering interactive classroom environments. Understanding learners’ views enables educators to tailor ESP instruction more effectively, enhance motivation, and support learners' academic and career success in specialized fields.

ESP, motivation, teaching strategies, learner perception, language education.

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