Raising Pre- and in-Service Teachers’ Awareness of the Impact of Imagery-based Intervention Programmes on Language Learners’ Motivation

Abstract

This study aimed to examine for the first time, to the best of our knowledge, the effectiveness of an intervention programme based on Dörnyei's (2005) L2 Motivational Self System (L2MSS) involving pre-and in-service CLIL teachers, with one of the researchers also acting as their instructor. Eleven student teachers enrolled in a CLIL Master's programme participated, which offered a dual perspective as both learners and (future) educators. The main objectives were to analyse participants' L2 motivation in the pre-and post-intervention phases and to evaluate their perceptions of the effectiveness of L2MSS-based activities on their own and their students' language learning in the post-intervention phase. The findings demonstrate that the vision-based intervention enhanced motivation among the pre-and in-service CLIL teachers by activating their ideal L2 self and enriching their L2 learning experience. Quantitative data revealed stronger post-intervention correlations between effort and motivational constructs, while qualitative insights showed increased engagement, emotional involvement, and clarity of professional goals. Notably, the intervention contributed to shaping their emerging teacher identities, as they moved from being recipients of instruction to potential facilitators of motivation. Such a shift aligns with the broader call within SLTE to position pre-service teachers as reflective practitioners capable of shaping their own and their students' motivational trajectories.