Abstract
This study investigates the perceptions of English trainers at the Public Authority for Applied Education and Training in Kuwait regarding the role of English poetry in enhancing reading motivation. Using a descriptive-analytical methodology, data were collected from 108 trainers through a structured questionnaire. The study focused on three key dimensions: rhythm, themes, and emotional depth. Results indicated a high overall perception of the role of English poetry, with emotional depth emerging as the most significant factor. Statistical tests (t-test and ANOVA) revealed no significant differences in perceptions based on gender, academic qualifications, or years of experience. These findings suggest a shared recognition of the benefits of English poetry in fostering reading motivation. The study concludes with recommendations to integrate poetry into educational practices and provide professional development opportunities for trainers to maximize its impact.
Keywords: English Poetry, Reading Motivation, Rhythm, Themes, Emotional Depth, English Trainers, Education in Kuwait, Public Authority for Applied Education and Training

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