CÓD.N05-S05-01 ONLINE

Taking a closer look at the speaking ideal self of Spanish Undergraduates

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.

Palabras clave

future speaking selves multimodal intervention oral presentations Self-confidence

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Aránzazu García-Pinar

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      Javier Antonio Nisa Ávila

      Comentó el 11/12/2020 a las 13:17:49

      Congratulations on your presentation, it is exquisite. How could the L2 competencies be further improved? Thanks.

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        Aránzazu García-Pinar

        Comentó el 11/12/2020 a las 18:02:35

        Thanks. This study researched the speaking skill in particular. Thus, students could improve their linguistic self-confidence by rehearsing extensively and by trying to design good presentations with well-though-out visuals and by implementing a wide range of non-verbal modes

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      Aránzazu García-Pinar

      Comentó el 10/12/2020 a las 13:22:11

      Thank you very much for your question and interest. The 11 participants were volunteer students that kindly decided to take part in the interviews and in the post-intervention questionnaires. Their levels of English were closely connected with the levels of self-confidence they admitted having had during their classroom oral presentations. Thus, those students with a higher English level showed greater linguistic confidence and recognized having used a wider range of non-verbal modes in their presentations (hand and head gesture, proxemics, facial expression).

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      Robert Martínez Carrasco

      Comentó el 08/12/2020 a las 09:15:38

      Dear Dr. García-Pinar,
      Thanks a lot for your presentation. I was wondering how the 11 participants for the interviews were selected out of the whole group and whether general language proficiency of the students was a factor when determining possible differences in their attitude and self-confidence regarding the oral presentations they had to make. Thanks a lot.

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        Aránzazu García-Pinar

        Comentó el 10/12/2020 a las 16:39:32

        Thank you very much for your question and interest. The 11 participants were volunteer students that kindly decided to take part in the interviews and in the post-intervention questionnaires. Their levels of English were closely connected with the levels of self-confidence they admitted having had during their classroom oral presentations. Thus, those students with a higher English level showed greater linguistic confidence and recognized having used a wider range of non-verbal modes in their presentations (hand and head gesture, proxemics, facial expression).

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