Abstract
Annotation: This article deals with the theoretical foundations of the role of giving motivation to students in teaching English to 8th grade students. The motivation is growing in popularity in foreign language education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This article focuses on some key theories that support the flipped model and motivation and translates those key theories into practice across core aspects of giving motivation: pre-class preparation, in-class activities, after-class activities and assessment of student learning.The authors try to analyze the impact of motivation classroom model on academic achievement and explore its potential benefits in enhancing student learning outcomes. The study is grounded in the theoretical framework of constructivism and active learning.