Many scholars in the field of language learning have reached the consensus that motivation plays a pivotal role in the success of students' language acquisition. This desk-based study examines the use of motivational interventions, namely teacher motivational strategies (TMSs), by drawing on theoretical concepts and existing quantitative and qualitative research. Insightful questions are posed to reveal how effective these strategies are in improving learner behaviour and achievement. Furthermore, the link between divergent cultural contexts and the efficacy of motivational strategies is explored. The comprehensive review supports the theoretical position that, essentially, intrinsic motivation is an imperative condition for EFL learner behaviour. Motivation can be successfully fostered by instructors if they consciously utilise and specifically tailor TMSs. In contrast, this review also presents significant secondary evidence for the limits cultural context may exert on TMS effectiveness. Moreover, the conclusion suggests that more research is needed to inform theory, especially with regard to the interconnectedness of TMSs and substantive learner achievement.