“I Want to Achieve What I Visualize”: Sustained Effects of Vision-Based Activities on Student Teachers’ Motivation and Practice

This study examines the sustained effects of L2 Motivational Self System (L2MSS)-based activities on student teachers’ motivation and teaching practices. Participants completed a three-month English C1 (CEFR) course embedded with L2MSS-based activities designed to strengthen their vision of themselves as proficient English speakers. One year after the intervention, qualitative data were collected through semi-structured interviews with seven participants to explore the perceived impact of the activities on their language learning and teaching. The findings revealed the lasting impact of the intervention programme, shaping the participants’ motivation, learning experiences and goal-setting processes. The effects of the imagery-based activities on their ideal language and teacher selves, as well as on their teaching practice and motivation are brought forward. This study highlights the lasting impact of L2MSS-based interventions and advocates for incorporating such activities in teacher training programmes to enhance both teacher and student motivation.