Innovation in Language Learning

This paper examines the role of future self-vision in sustaining motivation for second language (L2) learning, building on research that highlights the close relationship between language learning, identity formation, and future-oriented self-concepts. It reports selected findings from a longitudinal qualitative study involving ten university students of Italian and German in Australia. Data were collected over one academic semester through three rounds of semi-structured interviews and two reflective diary entries. This design enabled a fine-grained exploration of temporal changes in learners’ motivational trajectories and future visions.

 

The findings revealed a clear contrast between short-term motivation and L2 vision in terms of their temporal stability. While motivation fluctuated noticeably across the semester, learners’ visions remained comparatively stable, even as they became more plausible, detailed, and aligned with external expectations. These visions often functioned as an anchoring force, sustaining engagement during periods of motivational decline. Changes in both motivation and vision were primarily shaped by the instructional context, perceived progress and opportunities for language use beyond the classroom.

 

The paper concludes by discussing the pedagogical implications of these findings, suggesting that language teaching should more explicitly support the development of learners’ future-oriented identities. Drawing on the author’s experience teaching a beginner Italian course, it argues for pedagogical approaches that position language learning as a process of identity development and create opportunities for learners to imagine, articulate and refine their future selves as language users.

 

Keywords; Motivation, vision, motivational dynamics, possible selves

 

REFERENCES

 

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