For example, an instrumentally motivated learner may be driven by the desire to pass a language requirement, while an integratively motivated learner may be interested in knowing the culture associated with English. Collectively, they describe motivation as a complex and multifaced construct with different motivational orientations. As synthesised by Dörnyei and Ushioda (2011), existing motivational theories and frameworks can be categorised into four main types: social psychological, cognitive-situated, process-oriented, and social-dynamic. Being a crucial factor for any meaningful teaching-learning process, L2 motivation has attracted considerable attention among educational researchers who have made major contributions to our understanding of the nature of this elusive construct. In the second language acquisition literature, motivation is generally used to refer to what drives a learner to initiate and sustain efforts in L2 learning ( Dörnyei and Ushioda 2011). Based on these findings, we provide practical recommendations for using stimulated recall for maximising the pedagogical potential of motivational strategies in the language classroom. Furthermore, the study provides evidence of the potential of stimulated recall for awareness-raising. Drawing on data from semi-structured background interviews, classroom observations, and post-lesson stimulated recall interviews, this study shows that teachers’ enactment of motivational strategies was influenced by their awareness of the intentions to motivate as well as the intentions to facilitate student learning. This qualitative case study thus explored teachers’ pedagogical intentions while implementing motivational strategies. Although the existing literature has looked into various motivational strategies that can enhance or maintain L2 students’ motivation, there is currently little research on teachers’ mental lives behind their motivational teaching practices. Teaching in a way that motivates students to learn and grow is a ubiquitous goal in language teaching and language teacher education.
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