This paper presents a comparative analysis of two distinct teaching techniques, namely assigning group presentations and assigning free projects, with a focus on their efficacy in enhancing learner motivation. Motivation is a critical factor influencing student engagement and academic performance, thus warranting a thorough investigation into instructional methodologies that foster motivation. Through a comprehensive review and synthesis of existing literature, this research examines the theoretical underpinnings and empirical evidence surrounding both group presentations and free projects in educational settings. Various dimensions of learner motivation, including intrinsic motivation, self-efficacy, and autonomy, are explored within the context of these teaching strategies. Additionally, factors such as student preferences, learning outcomes, and perceived challenges associated with each approach are scrutinized. By synthesizing findings from diverse studies, this paper aims to provide educators with valuable insights into the comparative effectiveness of these two teaching techniques in promoting learner motivation. The implications of this research may inform instructional practices aimed at optimizing student engagement and academic achievement in diverse educational environments.