The problem that this dissertation investigated is the insufficient representation of teachers' voices in the discussion of motivational characteristics of second language learners in middle and high schools especially with consideration of instructional information and communication technologies. The purpose was to determine the nature of perceptions compared to current motivation learning theory and second language acquisition theory. The researcher and a moderator led three small group interviews using a 9-question protocol designed to encourage discussion of learner behaviors related to three motivation learning theories: integrative-instrumental orientation, self-determination theory, and state-trait motivation. There were eight participants with experience teaching French, Spanish, or English as a second/other language in middle and high schools. Analysis of the interview transcripts incorporated methods from conversation analysis and grounded theory to reveal four comprehensive themes: teacher experience, motivation interventions, motivation behaviors and attitudes, and outcomes for motivation and achievement. Findings indicate that the participants' perceptions of second language learner motivation are primarily intuitive. The perceptions appear to derive from personal and professional experience in the classroom but they correspond in many ways to aspects of the three motivation learning theories. Other findings reveal that participants perceive information and communication technologies, including online social media, to be essential instructional tools among a larger and diverse set of interventions chosen specifically to improve learner motivation. Conclusions from the analysis show that participants have a self-perception as second language role models, as personal motivators, and as facilitators of second language relevance for learners. In order to encourage positive motivational changes, participants stress the importance of variety in the choice of instructional activities and highlight using information and communication technologies to bridge cultural gaps for learners. Recommendations for extending this research include developing a standardized survey to assess teacher perceptions of second language leaner motivation for further study and modifying teacher preparation programs to include training in motivation assessment and intervention for second language learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]