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, Jane Arnold Morgan (secret.) , Kata Csizér (voc.) Dörnyei’s (2005, 2009a) proposal of the L2 Motivational Self System (L2MSS) reconceptualised L2 learning motivation within the framework of possible self theories (Markus & Nurius, 1986) in order to address growing concerns in the field with the construct of integrativeness (Gardner & Lambert, 1959), whose underlying principle (the wish to identify with the community of the language being learnt) was losing relevance in a globalized world, and to explain L2 motivation in contexts where there was little or no contact with the Target Language (TL) community. The three principal tenets of the L2MSS are: 1) The Ideal L2 self, the learner’s self-relevant image of want they want to become using the L2 2) The Ought-to L2 self, the learner’s vision of what they should become to satisfy the demands of significant others and society 3) The L2 learning experience. While there is plentiful quantitative empirical evidence to support the validity of the theory (e.g. Al Shehri, 2009; Csizér & Kormos, 2009), relatively little ‘research has been directed at specifically developing an ideal language self’ (Dôrnyei, 2009: 34). This thesis describes the results of a study of the practical applications of the L2MSS in EFL classes in a university language school in Barcelona. An intervention designed to develop learners’ Ideal L2 selves was conducted with two groups at CEFR (The Common European Framework of Reference) B2:2 level taught by two different teachers (N=47). Results were contrasted with two control groups (N=51) at the same level taught by the same teachers. The study aimed to ascertain the influence of the intervention on four areas: 1) Learners’ development of possible-self guides (Ideal, Ought-to and Feared L2 selves); 2) Development of learners’ perceptions of the L2 learning experience; 3) Development of learners’ motivated behaviour and 4) Learners’ and teachers’ reactions to the intervention. Cross-sectional data were obtained by comparing the results of semi-structured interviews conducted at T2, post-intervention, from a subgroup of participants from the intervention groups (N=10) and the control groups (N=10). Longitudinal data were obtained from five focal learners, interviewed at T1 and T2. Transcribed interview data were analysed using NVivo 2.0 qualitative data analysis software. Further qualitative data were obtained from Language Logs (LLs), and student written work derived from the intervention activities. Complementary quantitative data were obtained from a Language Contact Profile (LCP) questionnaire administered to all groups at T1 and T2. Mean scores of learners’ TL contact in the four main skills domains were compared at T1 and T2 using statistical analysis software SPSS v.18. The results suggest a subtle influence on learners’ Ideal and Feared L2 selves, possibly dependent on other factors including maturity, previous experiences, and willingness to engage with techniques such as visualisation. No influence was observed on learners’ Ought-to L2 selves. Influences detected in the learners’ perceptions of the L2 learning experience included developing metacognition, a more internally regulated attributional system, and improved perceptions of group dynamics and Willingness to Communicate (WTC). There were increases in the intervention group learners’ TL engagement and a greater willingness to experiment with new forms of TL contact. The quantitative analysis of the LCP demonstrated significant increases in Speaking and Reading within the intervention groups. In terms of their practical applications, the activities were generally well received by the participants, most of whom highlighted the novelty and student-centred nature of the approach. The teachers also reacted positively to the intervention, while cautioning that these activities need careful preparation and execution and would be more suitable to experienced teachers. In conclusion, there is potential for the positive application of Dörnyei’s L2MSS in EFL contexts. However, more research is needed, particularly among school-age EFL learners in the process of establishing their L2 identities. Further longitudinal studies would provide valuable insights into the long-term influence of an intervention of this type.
