Over the past ten years, research on L2 motivation has been extensively influenced by Dörnyei’s (2005, 2009) motivational paradigm, the L2 Motivational Self System (L2MSS). A fundamental aspect of Dörnyei’s Motivational Self System are images. Their stimulatory character means that students who possess a more detailed ideal self are more likely to engage in the process of learning a second language than other students that have not articulated their possible selves. The aim of the study was to investigate whether engineering undergraduates’ L2 motivational selves in terms of learning English and engaging in public speaking could be increased with a multimodal pedagogy that drew on the use of TED Talks. For that purpose, a onegroup pretest-posttest research design drawing on a mixed methodology was conducted to analyse the motivational effects of implementing a multimodal pedagogy in the classroom during a semester. Findings showed that the intervention influenced positively on students’ possible L2 selves and on their learning experience. There were statistically significant differences between the preand the post-intervention questionnaires. Additionally, analysis of the interviews and the post-intervention open questionnaires suggested that the ideal L2 self is a potentially powerful generator of motivation.

中文翻译：

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TED演讲对ESP学生英语口语动机自我系统言语能力的影响：混合方法研究

在过去的十年中，L2动机的研究受到Dörnyei（2005，2009）的动机范式L2动机自我系统（L2MSS）的广泛影响。图像是Dörnyei的动机自我系统的基本方面。他们具有刺激性，这意味着拥有更详细的理想自我的学生比其他没有表达自己可能的学生更有可能从事第二语言的学习。这项研究的目的是调查是否可以通过采用TED演讲的多模式教学法来提高工程专业学生的英语学习动机和参与公共演讲的动机。为了这个目的，进行了一项基于混合方法的小组前，后测试研究设计，以分析一个学期在课堂上实施多模式教学法的动机。研究结果表明，干预对学生可能的二语自我和学习经验有积极影响。干预前和干预后问卷之间在统计学上有显着差异。此外，对访谈和干预后公开问卷的分析表明，理想的L2自我是潜在的强大动机。干预前和干预后问卷之间在统计学上有显着差异。此外，对访谈和干预后公开问卷的分析表明，理想的L2自我是潜在的强大动机。干预前和干预后问卷之间在统计学上有显着差异。此外，对访谈和干预后公开问卷的分析表明，理想的L2自我是潜在的强大动机。