This study aimed to investigate how the Allosteric Learning Model influences the academic motivation and performance of 7th-grade students in English classes. The participants included 67 students attending a public middle school in Elazığ during the 2023–2024 academic year. The research was conducted using a quasi-experimental design with pre-test and post-test control groups, and the intervention was implemented over a six-week period. The experimental group received English instruction following the principles of the Allosteric Learning Model, while the control group continued with the standard curriculum. Both groups completed an academic motivation scale and an English achievement test before and after the intervention. The academic motivation scale was developed by Vallerand et al. (1992) and adapted into Turkish by Yurt and Bozer (2015), with a reliability coefficient of α = .91. The academic achievement test was developed by the researcher and its content validity was ensured through expert opinions.The results, derived from dependent and independent samples t-tests, indicated a statistically significant improvement in the experimental group’s motivation levels. In addition, post-test scores in academic achievement for the experimental group were notably higher than their pre-test scores. These findings suggest that the Allosteric Learning Model is more effective than the existing curriculum in fostering student motivation and improving academic outcomes in English education.