Alastair Henry (LU), Joost van der Weijer (LU), Céline Rocher Hahlin (Dalarna University), Jonas Granfeldt (LU)

Research on language learning motivation has long been dominated by the L2 Motivational Self System (Dörnyei, 2009), based on the theory of possible selves (Markus & Nurius, 1986). While it has been argued that activities designed to generate and nurture possible L2 selves “provide the motivational content that many language classes seriously need” (Papi, 2022, p. 97), there is currently no robust evidence supporting this claim. Very few studies have actually assessed the effects of possible selves-based interventions, and they have typically had methodological limitations related to sampling, intervention design, and the measuring of outcomes. These were addressed in the current study to ascertain whether a long-term, instructionally integrated intervention would positively impact foreign language learning behavior.

The intervention was conducted at 2 upper secondary schools in Sweden, and for 3 foreign languages: French, German and Spanish. The intervention incorporated Dörnyei and Kubanyiova’s (2014) 6-step framework and was implemented by 6 collaborating teachers in 12 classrooms, randomly designated as intervention (6 classes/125 students) or control groups (6 classes/120 students). Pre-tests (September), post-tests (April), and delayed post-tests (June and August) were conducted. Outcome measures included ideal L2 self, willingness to communicate, foreign language enjoyment, communication confidence, and self-efficacy.

Data were analyzed in a Latent Growth Curve model and significant intervention effects were found for the ideal L2 self and self-efficacy, but not willingness to communicate, foreign language enjoyment, or communication confidence. While findings remain preliminary, the post-test results thus do not provide unequivocal evidence of positive intervention effects. The transformational potential attributed to possibles selves remains to be established.