Over the past ten years, research on second language motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. The aim of the present study was to explore the effectiveness of a multimodal intervention in enhancing participants’ future identities as proficient speakers of English. To this end, interviews and post-intervention open questionnaires were conducted with 11 engineering undergraduates. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e. students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven interviewed students experienced a slight development in their levels of linguistic self-confidence from the implementation of modes in their oral performances. Additionally, their linguistic self-confidence made their vision of their ideal L2 speaking selves more realistic and clear.