Abstract

The present study explores whether visualization and goal-setting training impacts EFL participants’ trait-based motivation (ideal L2 self) and situation-specific motivation (task engagement). Spanish-speaking English learners at an Ecuadorian university participated in a three-week visualization training workshop (n = 29), an experience-sharing workshop (n = 29), or followed the regular curriculum (n = 21). Participants completed pretest and posttest ideal L2 self questionnaires and story-sequencing tasks, and a subset of learners participated in focus group interviews. Performance between groups and over time was analyzed to identify the effect of visualization training on the participants’ ideal L2 self and task engagement. The quantitative results indicated visualization training did not affect the learners’ ideal L2 self or task engagement. However, qualitative analysis of the focus group interviews revealed that only learners in the visualization group formed future self-guides. Implications are discussed in terms of the nature of visualization and goal-setting training and the role of communicative tasks in raising learners’ awareness about the gap between their current and future L2 selves.