Motivation plays a particularly critical role in an EFL position where learners are separated logistically and psychologically from the target culture. In this study -small scale Action Research- the teacher researcher aimed to improve her own capabilities and skills by using different strategies to motivate students to learn English language in better way. The study was conducted within two cycles in a private primary school in Karachi. The process of action research started with teacher researcher studying her own, students and class teacher's views and practices of using different motivational strategies. The data revealed that using interesting and challenging activities in the class served as purposeful tools to motivate the students to find learning English interesting and meaningful. It also showed that the students became intrinsically motivated to learn, where some others needed external motives to learn better. Findings and key learning include the researcher's learning as a teacher and an action researcher. Based on the findings some implications are put forward along with general conclusion of the study.