抄録
While second language (L2) motivation research has recently spotlighted the ideal L2 self, few studies have explored the development of students’ ideal L2 self in a classroom context. Thus, this study examines the effects of a goal-setting intervention on students’ perceptions of their ideal L2 self and their motivation. The goal-setting intervention embedded in discussion and presentation activities was conducted over one semester in two English Communication classes in a Japanese university. The participants were a total of 40 students. Scale-based data on the ideal L2 self and qualitative data based on an open-ended questionnaire were collected. The quantitative data analysis revealed that the goal-setting intervention positively affected students’ ideal L2 self. Furthermore, the qualitative findings from students’ reflective comments showed that their ideal L2 self and motivation were related to the enhancement of self-efficacy, positive learning experiences, visualization of future L2 selves, and problems to be addressed. The findings of the present study suggest that goal setting should be incorporated into classroom activities so that students can facilitate their ideal L2 self and motivation.
https://ror.org/04chrp450 
