Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes

By Michael A. Magid, Letty Chan. 2012

148 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/f52b8d358acb251caf8d428830ac31e086f742b9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Lamb
2. Letty Chan
3. K. Rajagopalan
4. Z. Dörnyei
5. E. Ushioda
6. Ali H. Al-Hoorie
7. Mostafa Papi
8. Kata Csizér

In Language and Linguistics

1. M. Lamb
2. Z. Dörnyei
3. K. Rajagopalan
4. Letty Chan
5. Ali H. Al-Hoorie
6. Mostafa Papi
7. E. Ushioda
8. Y. Teimouri

Citations in the corpus

• Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, background): “…has been offered by recent intervention studies in which various possible selves enhancement activities were employed to facilitate future identity formation and to strengthen students’ future self images (Fukada, Fukuda, Falout, & Murphey, 2011; Jones, 2012; Magid & Chan, 2012; Sampson, 2012).”
• The motivational dimension of language teaching (2017, background): “Mearns (2012) reports motivational gains from an experiment with English secondary school learners of German in the UK.”
• The Routledge handbook of English language teaching (2018, background): “In what follows, we focus on two areas of interest: concept-based teaching (CBT) and dynamic assessment (DA).”