Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes

Abstract

The main objective of this paper is to explore how two different intervention programmes that were based on Dörnyei's L2 Motivational Self System succeeded in motivating Chinese university students to learn English by enhancing their vision of their Ideal L2 Self. One was a voluntary programme at a university in England, whereas the other was conducted within a compulsory credit-bearing English course at a university in Hong Kong. In spite of the differences between the two programmes, including the design of the interventions, the tasks employed, the length of the programmes and the types of students who participated in the study, the findings revealed that both programmes were effective in motivating the participants to learn English and increasing their linguistic self-confidence through strengthening their vision of their Ideal L2 Self, and making their goals clearer and more specific. Lessons learned from the two pioneering programmes and recommendations for future similar programmes will be discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 134 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.