Students can be motivated by both teacher- and student-related factors in English learning. This study explored the relationship between the Ideal L2 Self, a component of the L2 Motivational Self System, and the teacher-induced 5Ts framework, a practical strategy to motivate students in L2 learning, among Vietnamese English majors. The study used an inferential quantitative research design by analyzing questionnaire data collected from 79 participants. The results showed a moderate mean score of Ideal L2 Self, relatively high mean scores of perceptions of the 5Ts and its components and a positive correlation between these variables. It also revealed that the students' perceptions of the 5Ts framework and its components predicted their Ideal L2 Self. Each component influenced the Ideal L2 Self directly and indirectly via the meditation of the four remaining components. Findings implied that the 5Ts practice of the teacher might motivate students to study English to the extent depending on their levels of ideal L2 self. Thus, teachers might need to consider implementing parallel strategies for students with low Ideal L2 Self to make the 5Ts practice more effective for the entire English class.