<![CDATA[This quantitative correlational study examined the relationships among students’ perceptions of English teaching strategies (ETS), learning motivation (LM), and English language proficiency (LP) at Hamalatul Quran Boarding School Yogyakarta. The study involved 40 senior-high-school students who completed an English Teaching Strategies Questionnaire and a Learning Motivation Scale, followed by an English proficiency test. Descriptive results indicated high perceived teaching effectiveness (M = 4.21, SD = 0.61), strong learning motivation (M = 4.35, SD = 0.54), and an upper-intermediate level of English proficiency (M = 78.47, SD = 8.12). Pearson product-moment correlations showed strong positive associations between ETS and LP (r = .812, p < .001), LM and LP (r = .864, p < .001), and ETS and LM (r = .798, p < .001). These findings indicate that students who perceived classroom teaching strategies more positively also tended to report stronger motivation and higher proficiency scores. The results are consistent with recent EFL research emphasizing the roles of supportive instruction, engagement, motivational quality, and meaningful language use. However, because the study used a cross-sectional correlational design with a small purposive sample, the findings should be interpreted as associations rather than causal effects. The study recommends that EFL teachers in boarding-school contexts combine interactive and task-oriented instruction with supportive feedback and motivationally responsive classroom practices, while future studies should use larger samples, validated instruments, and longitudinal or mixed-method designs.]]>
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