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The study presents the opinions and academic experience of a group of English teachers from the University of Panama, related to motivation strategies and their role in learning English as a second language. The purpose of this research is to examine whether motivational strategies when teaching English have a positive impact on English language learning at a higher level, from the point of view of university professors. The methodology used is exploratory, with a quantitative approach, in which the survey is used as a data collection instrument. The population considered in this research is the English professors of the University of Panama, from where a non-probabilistic sample is taken to obtain the data. The results show that motivation strategies not only facilitate, but are also a key factor for learning English, with collaborative learning being the most commonly used strategy, followed by the use of technology; Among the challenges faced by English teachers are the deficiency of the education system at its first two levels (primary and middle), the lack of technological resources, the absence of training on this subject, among others. It is synthesized that motivation strategies facilitate and play an important role in the learning of English, which is why the motivation strategies of teachers who teach English should be reinforced through institutional training, since these trainings are not currently offered to teachers.
