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How?

How can teachers engage in researching vision in the language classroom in a meaningful and viable manner? We suggest that the most straight forward way of fi nding out how students feel about the role of vision in language learning and the ‘visionary activities’ that this book contains is by turning to them directly and asking for their feedback and appraisal. The most common method of receiving such feedback is either by means of short questionnaires or by conducting interviews with selected students. We would recommend the latter approach, which is a form of ‘qualitative research’, since qualitative research has traditionally been seen as an eff ective way of exploring new, relatively uncharted areas: the role of the vision of the ideal language self in student motivation as well as how this vision can be consciously enhanced are topics that would defi nitely qualify for this attribute.