<p>This study investigates the relationship between classroom peer network structures and English learning motivation among secondary-level EFL learners in Saudi Arabia. Using social network analysis (SNA), the research examines (a) gender-based differences in network structural properties, (b) associations between learners’ L2 motivation and their network positions, and (c) the extent of motivational homophily within peer networks. Data were collected through a questionnaire survey from 100 students enrolled in summer enrichment programs. Directed peer nomination data were used to construct classroom interaction networks, and network metrics, including density, reciprocity, and centrality, were computed. Results indicate modest structural differences between male and female networks, with males forming slightly denser and more reciprocal networks while females tend to occupy structurally more central positions within the network. However, no statistically significant associations were found between motivation levels and centrality measures, and no evidence of motivation-based homophily was observed. These findings suggest that learners’ motivational dispositions were not systematically associated with their structural positioning within peer networks in this sample, indicating that network position alone may not correspond to differential motivational outcomes in classroom settings. Implications for language educators emphasize the potential value of intentionally structured peer interaction practices, rather than assuming that motivationally prominent students will naturally occupy structurally influential positions. The study contributes to understanding the structural and motivational dimensions of EFL learning and offers theoretical insight into the limited alignment between network structure and individual motivational variation, informing future research employing social network approaches in educational settings.</p>