An ideal second language self intervention: Development of possible selves in an English as a Foreign Language classroom context

Abstract

This study analyses the effects of a specifically-designed Ideal L2 self intervention based on the principles outlined in Dörnyei’s (2005, 2009) proposal of the L2 Motivational Self System (L2MSS). Activities designed to enhance and develop the Ideal L2 self were conducted with intact groups (N = 47) of learners of English as a Foreign Language (EFL) in a university language school in Barcelona, Spain. The intervention, conducted over a 12-week period, employed visualisation techniques and strategy training to develop learners' Ideal L2 self vision. Findings indicate that the intervention activities effected not only the participants ability to articulate an Ideal L2 self vision but also the type of vision produced, when compared with control groups (N = 51) taught by the same teachers over the same period. Qualitative interview data suggest that the participants' L2 vision may enhance and focus learner motivation but this is mediated by factors such as previous learning experience and learner attitudes.