Increasing EFL learner self-confidence with visualization tasks

Abstract

Abstract L2 linguistic self-confidence has been considered a constituent of L2 motivation, a predictor of L2 proficiency, and part of the willingness to communicate construct (WTC). However, little is known about how to increase it. This intervention study examined whether helping EFL learners visualize their ideal L2 selves enhances their L2 linguistic self-confidence. Two hundred and six Yemeni EFL learners formed the experimental and control groups. The experimental group received one visualization lesson a week for six weeks, whereas the control group received their regular lessons. The intervention structure followed the six steps of the Possible Selves Tree Program: discover, think, sketch, reflect, grow, and perform. A one-way analysis of covariance revealed that the self-confidence of the experimental group increased significantly. Qualitative data indicated that the intervention enhanced L2 linguistic self-confidence in four ways: considering the future, emulating L2 role models, increasing WTC, and using English and measuring progress. Pedagogical implications are provided.