Second language (L2) motivation research has been thriving for the past decades by emphasizing L2 motivation theories and describing the motivated learner, while relatively few studies have dealt with how to motivate students in a systematic way. Approaches in these studies either included investigations into the role of different motivational strategies that teachers can use to motivate their students (Dörnyei & Csizér, 1998; Guilloteaux & Dörnyei, 2008) or the impact of various intervention methods (Chan, 2014; Mackay, 2014; Magid, 2014). Even though more situated and classroom-room related projects have been completed recently (Henry, Sundqvist & Thorsen, 2019), there is a need to provide further systematic analyses of how to maximize learner's L2 motivation in the 21st century. To fulfill this aim, the present theoretical investigation first summarizes the most important L2 motivation theories and their contributions to learner motivation, then outlines the challenges that make motivating students difficult in the 21stcentury. These areas comprise the role of English as a lingua franca, students' plurilingual identities and the relationship between student motivation and autonomy as a user. Among the main results and implications of the investigation features the finding that student motivation can be increased by engaging learners on their own terms and by involving their reality and creativity in the language learning process. Methods and activities which enable students to act as L2 users in the language class include translation and literature. In addition, the classroom as a venue of genuine communication can have a positive impact on student motivation in the practice of language teaching.