Background: Although the usefulness of Dörnyei's framework of motivational strategies to language teachers has been widely tested, motivational techniques that are not within the framework have less commonly been accounted for. Purpose: This study explores the uses of motivational strategies beyond Dörnyei's taxonomy, and the factors that cause English teachers to use them. Methods: In total, 22 teachers of English as a foreign language (EFL) in Hong Kong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively. Findings: The results reveal that, while most of the reported strategies corresponded closely to Dörnyei's recommendations, two additional macrostrategies -- routine teaching activities and uses of authentic materials -- were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility. Conclusions: This study hence suggests the need for a new line of research on strategies that are primarily instructional and secondarily motivational, as well as further studies that take the feasibility of motivational strategies into greater consideration.