Developing Techniques to Improve L۲ Learning Motivation and Willingness to Communicate Utilizing Johari Window Model in Foreign Language Context

Developing Techniques to Improve L۲ Learning Motivation and Willingness to Communicate through Utilizing Johari Window Model in Foreign Language ContextsAbstractThis study deciphered whether increasing learners’ L۲ self-awareness using ‘Johari Window Model’ (JWM) as a self-regulatory model ended in higher levels of motivation and WTC. It also argued that learners’ L۲ Possible Selves, through guided imagery and vision-building treatments, promote their L۲ motivation and Willingness to Communicate (WTC) in the Iranian English language learning environment. Fifty-eight L۲ learners, homogenized at the intermediate level, from both genders and with an average age of ۲۲, were randomly divided into experimental and control groups. They were Persian-speaking university students majoring in Teaching English as a Foreign Language (TEFL) and Translation Studies (TS). Researchers initially established different arenas of JWM for each L۲ learner based on their answers to the pretest, L۲ Possible selves, and WTC questionnaires and using their narrative writings on pre-planned scenarios. In ۱۲ weeks-intervention and via semi-scripted interviews, researchers utilized guided visualization to train learners to use their L۲ self-awareness via JWM protocols to increase their L۲MSS and WTC. Two questionnaires were re-administered after the intervention as a post-test to see the significant effects of treatment. Findings of descriptive statistics revealed that the treatment had significant positive impacts on L۲ learners’ ideal self, learning experience, self-awareness, and WTC, but not on ought-to self. The implications show avenues for studies on L۲ learners’ self-awareness and motivation and suggest the uses of JWM as a guideline in teacher training courses.Keywords: Johari Window Model, L۲ motivational Self-system, L۲ self-awareness, vision, Willingness to Communicate