Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme

Abstract

Future second language (L2) self-images have proven integral to L2 motivation, prompting several attempts to purposefully develop learners’ ideal L2 selves over the past decade through the use of vision-building techniques. Some of these ‘vision interventions’ have reported successfully enhancing learners’ L2 self-images and motivation; other studies, however, diverge from an unqualified success narrative, citing for example a lack of increase in learner effort despite stronger future vision. Data collection has also been typically restricted to the period of the intervention itself, and so insight into the long-term take-up of the introduced techniques, or how potential outcomes develop over time, remains limited. To gain further understanding into such issues, we have charted the evolving nature of the L2 vision intervention over the past decade, and complemented the learning from previous studies by conducting a five-week vision-building course with 25 learners of English for academic purposes (EAP) in the UK university-pathway system. Interview data gathered over the course of 10 months – the longest investigation of vision-building we are aware of – demonstrated fluctuating engagement with visualization, and accordingly, our analysis looks critically at the notion of self-image-centred intervention in instructed second language acquisition (SLA). While we believe that L2 vision can indeed be consciously enhanced, we argue that success depends largely on how general principles are adapted to specific learning contexts. The discussion highlights challenges that instructors may encounter in staging such interventions, and offers practical lessons for using self-images in the classroom.

[Retracted] Analysis and Application of Language Environment Function from the Perspective of English Linguistics

“…Linguists put forward the hope to determine the correctness of language use in the process of determining the usage of sentence patterns, that is, to consider the accuracy of language use on the basis of context. e Polish human linguist Malinowski believes: "Discourse and environment are closely intertwined, and language environment is essential for understanding language" [8]. Any linguistic analysis involving context will belong to the field of linguistics research.…”

Multilingualism and persistence in multiple language learning

“…First, it is important that work with identity is embedded into mainstream teaching and becomes a meaningful part of the curriculum. As current research indicates, sporadic initiatives may not be appreciated by students and are unlikely to have enduring effects (Evans & Fisher, 2022; Vlaeva & Dörnyei, 2021). Second, when students are asked to imagine future situations involving multilingualism, and are invited to contextualize these imagined events within a personal history, there is an inherent risk that implicit suggestions are made about “what they should imagine” (Henderson et al., 2018, p. 4).…”

“…It is well established that interventions directed to developing, enhancing, and maintaining visions of future L2 use can support motivation (Vlaeva & Dörnyei, 2021). Emerging research suggests that interventions focused on the development of a multilingual identity can have similarly positive effects.…”

“…So far, identity‐based interventions have not included narrative‐based components in which future selves are autobiographically contextualized (Vlaeva & Dörnyei, 2021). 3 By incorporating elements in which participants can contextualize goal representations and self‐images within a personal biography, the effects of an intervention stand to be enhanced.…”

Introduction: Combining learner psychology and ISLA research: Intersections in the classroom

“…In a follow-up study, Sato's (2020a) vision intervention resulted in increased Ideal L2 Self as well as increased language use during communicative activities. Vlaeva and Dörnyei (2021; the current special issue) examined a long-term impact of vision activities in the classroom. With a qualitative design, the interview data collected over a 10-month period showed that the motivational capacity of vision fluctuated over time and was not necessarily influential on long-term L2 learning endeavors.…”