Background and purpose: According to the L2 Motivational Self System (L2MSS), learners’ future self-images (i.e., vision) substantiate their motivation and motivated behaviors. The current study explored the impacts of a vision intervention that incorporated communicative activities between learners in the classroom.
Methods: Two intact classes in the Chilean EFL context (N = 45) were assigned to either the interaction vision intervention (IVI) group or peer interaction only (PI) group. The IVI included various imagery techniques, visual stimuli, and communicative activities. The L2MSS questionnaire data were collected before and after the intervention that lasted for eight weeks.
Findings: The IVI positively affected Ideal L2 Self and Learning Experience, suggesting that the intervention helped the learners form and sustain their future selves. However, Ought-to Self was not affected by the IVI. On the contrary, the learners in the control group increased their Ought-to Self in comparison to the treatment group. Intended Effort did not show any notable changes over time in either group.
Conclusions: While the intervention succeeded in forming positive future self-images, further instructional support is needed for L2 learners to transfer their vision into actual motivated behaviors.
Pedagogical suggestions: L2 programs and teachers can implement activities to increase learners’ motivation. Enhancing L2 learners’ vision can be efficient and effective classroom activities. However, teachers should not assume that increased motivation automatically leads to L2 learning.