Using Self-Visualization and Goal-Setting Activities to Increase Willingness to Communicate

Abstract

One obstacle many English as a Second Language (ESL) teachers face is getting all students to participate and speak in English in the classroom. Willingness to communicate (WTC) is therefore a relevant topic, as it is the probability of initiating communication, given both the choice and opportunity to do so. Some of the many factors that play into WTC are how students view themselves as learners of English, the kind of learners they hope to be, and what goals they set for themselves. This teaching techniques piece describes a five-week intervention utilizing goal-setting and self-visualization activities in an adult ESL class to increase students’ WTC and provides suggestions for adoption in other contexts.