Generating a Roadmap for Possible Selves via a Vision Intervention: Alignment of Second Language Motivation and Classroom Behavior

Abstract

This study explored the impact of a vision intervention in a second language (L2) classroom. In addition to self‐reported motivational variables, the study examined the intervention’s impact on L2 production during teacher–student interactions. Two intact university‐level classes were assigned to the experimental (n = 26) and control (n = 24) groups. The vision intervention focused on entrepreneurship to trigger and enhance vision of the business‐major students and incorporated group work relating to future L2 use in the global market. The results show that the intervention positively affected the ideal L2 self and international posture, but the ought‐to L2 self and intended effort were not affected. Also, the experimental group increased target language use over time. The correlational analyses of the motivational and behavioral variables showed that only after the intervention was target language use positively correlated with the ideal L2 self, but negatively with the ought‐to L2 self. The article concludes with pedagogical recommendations such as using vision‐based materials tailored for a specific group of learners and breaking down the learning goals into smaller and more manageable pieces.