There is a wealth of literature examining the role of motivation in second language (L2) learning but remarkably little research that has examined how teachers can foster motivation in the classroom. For this reason alone Guilloteaux and Dornyei's (2008) correlational study of the relationship between motivational strategies and student motivation in junior high school classrooms in Korea is to be welcomed. This study constitutes an important development in research on motivation and the author anticipates that it will be followed by many other studies. The design of the study involved: (a) selecting specific classroom student behaviors hypothesized to be indicative of motivation; and (b) correlating measures of these with measures of teachers' motivational practice. This study is clearly exploratory but also eminently sensible given that there is little empirical evidence on which to base selection of either (a) or (b). In this article, the author focuses his comments on (a), learners' motivated behavior. (Contains 1 footnote.)