The aim of this study was to examine the effect of motivational technique on enhancing students’ English achievement and their perceptions towards motivational techniques. To bring into effect, quasi- experimental was designed. From the total of six sections, two were randomly taken and signed one as experimental (N=40) and other as controlled group (N=40) by lots so that each sections (intact groups) have equal probability to be selected. The study used document review and test as the main tool of data collection to compare the mean score of both groups before and after the treatment. There was also a questionnaire for the students to know their perception on the employed strategies for the experimental class. The students’ questionnaire was translated to Amharic to reduce ambiguity. The reviewed document and test was analyzed by (SPSS 20); whereas the data obtained by the questionnaire was analyzed using percentage. The result of the reviewed document (students’ rooster) before training revealed that both groups were almost at the same level of language performance. However, after teaching with selected motivational techniques, the result of experiential group was significantly different with the control group taught in a conventional classroom (usual classroom teaching). As a result, the alternative hypothesis (H1) was accepted; whereas, the null hypothesis (H0) was rejected. The result from students’ questionnaire, which was about the perception of the importance of motivational techniques employed in experimental class, indicated that most of those techniques were important for their EFL achievement. Based on the findings above, employing motivational techniques in EFL classroom enhance students EFL achievement. As a result, teachers should use selected motivational techniquesin EFL classroom.