The Teacher Educator· 2026Q2
“I Want to Achieve What I Visualize”: Sustained Effects of Vision-Based Activities on Student Teachers’ Motivation and Practice
- 0citations
- Q2SCImago
- 2026year
Short summary
Vision-based activities designed to strengthen student teachers' ideal selves as English speakers sustained positive impacts on their motivation and teaching practices one year post-intervention.
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Key points
- Vision-based L2MSS activities sustained positive effects on student teachers' motivation and teaching practices one year after a three-month English course.
- Qualitative data from seven participants indicated lasting impacts on motivation, learning experiences, and goal-setting.
- Imagery-based activities specifically influenced participants' ideal language and teacher selves.
- The study advocates for incorporating such activities into teacher training to boost motivation for both teachers and students.
AI-generated from the title and abstract; the full text is not read.
Abstract
This study examines the sustained effects of L2 Motivational Self System (L2MSS)-based activities on student teachers’ motivation and teaching practices. Participants completed a three-month English C1 (CEFR) course embedded with L2MSS-based activities designed to strengthen their vision of themselves as proficient English speakers. One year after the intervention, qualitative data were collected through semi-structured interviews with seven participants to explore the perceived impact of the activities on their language learning and teaching. The findings revealed the lasting impact of the intervention programme, shaping the participants’ motivation, learning experiences and goal-setting processes. The effects of the imagery-based activities on their ideal language and teacher selves, as well as on their teaching practice and motivation are brought forward. This study highlights the lasting impact of L2MSS-based interventions and advocates for incorporating such activities in teacher training programmes to enhance both teacher and student motivation.
The authors' abstract, as published at the source. The Teacher Educator, 2026 · DOI ↗
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