The use of AI tools in language learning has gained significant interest in enhancing students' motivation in the ESL classroom. This study aimed to investigate students’ perceptions and motivation levels when using Canva AI in secondary school ESL reading lessons. The study was primarily based on five constructs adapted from Intrinsic Motivation Theory (IMT), a component of Self-Determination Theory. It employed a survey-based design administered to 20 lower secondary school students in Perak. Data were collected through a structured questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive statistics to determine the mean and standard deviation, while qualitative data were examined via thematic analysis. The study's findings revealed an overall mean score of 4.54 (SD = 0.35) of positive student perceptions of Canva AI, accompanied by increased motivation and engagement in reading lessons. The results suggest that Canva AI can serve as an effective instructional and motivational tool in reading lessons and provide valuable insights for educators on integrating AI-assisted technology into language learning.
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