Gendered Visions of Ideal Future Selves: an Analysis of Japanese English as a Foreign Language Learners’ Narratives

Abstract

This study investigates the impact of gender on future visions, using a mixed narrative method; i.e., a “drawing-and-writing-combined” narrative. Previous research shows that learners’ career aspirations have a positive effect on their academic achievement including language proficiency growth (Sasaki, Kozaki, & Ross, 2017). Therefore, it is worthwhile to explore the impact of gender on language learners’ future possible selves by examining their career visions. Qualitative data were collected from 155 Japanese university English as a Foreign Language learners’ drawings and English essays. Statistical results (chi-square test) revealed gender effects in participants’ visualizations of career-focused and career-family balanced ideal selves as well as in the prominence of social interaction in their future visions. Qualitative analysis of participants’ essays suggested that the majority of both male and female learners envisaged their future ideal selves actively pursuing an international career empowered by the essential tool of English. Overall, females considered combining family and career as due responsibilities for women, whereas the majority of males envisioned career-related ideal selves only. The study further assesses the impact of gender on learners’ future visions by taking into consideration the gender equality level in a particular society. Pedagogical implications and future directions are discussed.