This study aims to enhance second language (L2) learners’ motivation and facilitate successful L2 learning by using motivational languaging, an intervention that encourages learners to reflect on, and externalize, their L2-speaking, competent future self-concepts by writing or speaking about them. Two types of effective languaging activities were developed: individual and group writing. Participants were 264 Grade 10 high school students, divided into three groups: one control group and two experimental groups. Using activity workbooks, the first experimental group engaged in ‘individual writing’ guided by a series of questions in their workbooks (e.g. reasons for learning English and their ideal images of using English). The second experimental group carried out ‘group writing’, including group discussions and writing of group members’ opinions. The activities were conducted in the participants’ first language, Korean, for 30–40 minutes once a week for six weeks. The results indicated, in the two experimental groups, that the participants’ L2 learning motivation was enhanced, including the ideal L2 self. When observing the changes in the influence of motivation on motivated L2 learning behavior and English proficiency, meaningful increases were only found in the individual writing group, with the ideal L2 self showing more powerful impact on the two criterion measures after the activities.

本研究旨在通过使用动机语言来增强第二语言 (L2) 学习者的动机并促进成功的 L2 学习，这是一种鼓励学习者通过写作或谈论来反思和外化他们说 L2 的、有能力的未来自我概念的干预措施。他们。开发了两种有效的语言活动：个人写作和小组写作。参加者为264名10年级高中生，分为三组：一组控制组和两组实验组。使用活动练习册，第一个实验组在练习册中的一系列问题（例如学习英语的原因和他们使用英语的理想形象）的指导下进行“个人写作”。第二个实验组进行了“小组写作”，包括小组讨论和小组成员意见的写作。活动以参与者的第一语言韩语进行，为期六周，每周一次，每次 30-40 分钟。结果表明，在两个实验组中，参与者的二语学习动机得到增强，包括理想的二语自我。在观察动机对动机性二语学习行为和英语水平的影响变化时，仅在个人写作组中发现有意义的增加，理想的二语自我在活动后对两个标准的影响更大。