Motivation and motivational strategies are believed to enhance student participation in the learning of a second language. As an educator, I wanted to conduct my own research to investigate whether a teacher can motivate slow learners by using different motivational strategies. Fifteen pupils of Form I participated in completing a questionnaire to show how much they were intrinsically and extrinsically motivated in the learning of the Arabic language before applying the motivation strategies. At the end, the same questionnaire was given after these strategies were applied. As a result, my goal was achieved. Pupils seemed to be motivated after applying the motivational strategies. However, based on the findings, extrinsic motivation showed no sign of improvement and obviously, this matter merits further research. Some recommendations are provided. At last, it is hoped that results of this study could be used to adapt the curriculum to the needs of slow learners. / Classics and World Languages / M.A. (Arabic Language)