| Sumario: | This study attempts to explore the motivational practices of English language teachers at the intermediate level in the Government Higher Secondary Schools and Model and Federal Government (FG) Colleges in Islamabad, recognizing that motivation plays a crucial role as both an influential and instrumental factor in effective pedagogy. Data were collected through questionnaires administered to 400 students and 100 English language teachers, and 29 out of 30 non-participant observations were conducted. The response rates were 90.25% (361 responses) for student questionnaires, 79% for teacher questionnaires (79 responses), and the completion rate for non-participant observations was 96.6%, with 29 sessions successfully observed. The data were analyzed using the chi-square test and Z-test for proportions. The results of the study show a lack of motivation in teaching and learning practices at the intermediate level in Model and FG Colleges and Higher Secondary Schools in Islamabad. It is recommended that the teaching material and teaching practices be related to students' interests. A variety of teaching strategies should be employed to minimize monotony and more effectively address the diverse needs and learning styles of students. Furthermore, in order to enhance students' learning experiences at the intermediate level in government institutions in Islamabad, students' active participation in classroom activities should be encouraged, adequate teaching aids should be provided, and language laboratories should be established.
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