Enhancing EFL Learners’ Willingness to Communicate With Visualization and Goal‐Setting Activities

Abstract

Willingness to communicate (WTC) research has focused mostly on identifying factors that influence second language (L2) WTC in ESL contexts. This study differs by examining the effects of a 6‐week treatment aimed at enhancing WTC in a group of 206 Yemeni rural high school EFL learners. Classes were randomly assigned to a control group (n = 102) or an experimental group (n = 104). The researcher designed one weekly 45‐minute visualization lesson for the treatment group to help learners imagine themselves communicating in English; the control group did communicative activities. Results of an analysis of covariance indicate that the treatment group's WTC had increased significantly at the end of the intervention. Quantitative and qualitative analyses revealed students’ perceptions of the effectiveness of the program. The study provides insights into the role of visualization to enhance students’ WTC and suggests activities that teachers can use to enhance students’ WTC. It shows that there are many ways besides visualization to stimulate the development of ideal L2 selves and that it is not difficult to conduct interventions at schools in Yemen or in any other developing country if teachers are given the appropriate activities, guidelines, planning sessions, and instructions. Practical implications are discussed.