This study explores the motivation and strategies employed by boarding school students in learning to speak English. The study adopts a quantitative research design, with data collected through a structured questionnaire distributed to boarding school students. A total of 38 statements were categorized into two key areas: students’ motivation in speaking English and students’ strategies in speaking English. Data analysis was conducted using Microsoft Exel to determine trends and patterns in students' responses. The findings indicate that students are motivated by both intrinsic and extrinsic factors, including academic achievement, career aspirations, and personal growth in communication skills. Additionally, students employ various learning strategies, such as cognitive strategies (imitation of native speakers and vocabulary reinforcement), metacognitive strategies (goal setting and self-evaluation), and social-affective strategies (peer collaboration and anxiety management). However, the study also highlights certain challenges, such
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as inconsistent practice outside the classroom and hesitation in using contextual inference techniques. Based on these results, the study recommends enhancing communicative environments, expanding extracurricular speaking activities, and fostering self-regulation strategies to improve students’ speaking proficiency. Future research should explore the longitudinal effects of motivation and learning strategies to gain a deeper understanding of their impact on language development.