Abstract
Engaging and motivating students is always a key factor for successful learning. In educational systems where English is compulsory, such as the case in Taiwan, learners may struggle hopelessly for the duration of their academic lives. Dornyei (2005) builds on the psychological theory of possible selves to develop a new conceptualisation of L2 motivation, the ‘L2 Motivational Self System' with the central concept of the ideal self, which refers to the representation of the attributes that someone would ideally like to possess. While Ryan (2009) reported in his quantitative study that the ideal L2 self had the more direct relationship with motivated behavior, this study aims to conduct a qualitative study emphasizing the power of imagination in potentially motivating EFL (English as a Foreign Language) learners in the pursuit of the ideal L2 self. The pedagogical implications from this study will be discussed as well.
Author Information
Fang-rong Kuo, National Hsinchu University of Education, Taiwan
Chih-cheng Lin, National Hsinchu University of Education, Taiwan
Paper Information
Conference: ACE2013
Stream: Education
This paper is part of the ACE2013 Conference Proceedings (View)
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To cite this article:
Kuo F., & Lin C. (2014) The Role of Imagination in Motivating EFL Learning ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130183
To link to this article: https://doi.org/10.22492/2186-5892.20130183
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