2024 : 12 : 5
Houshang Yazdani ghareaghaj

Houshang Yazdani ghareaghaj

Academic rank: Associate Professor
ORCID: https://orcid.org/0000-0003-3628-1046
Education: PhD.
ScopusId: 55311881700
HIndex:
Faculty: Literature and Languages
Address: Arak University
Phone:

Research

Title
Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate through Utilizing Johari Window Model in Foreign Language Contexts
Type
JournalPaper
Keywords
Johari Window Model, L2 motivational Self-system, L2 self- awareness, vision, Willingness to Communicate
Year
2024
Journal Journal of Modern Research in English Language Studies
DOI
Researchers Saeede Esmaeeli ، Houshang Yazdani ghareaghaj

Abstract

This study deciphered whether increasing learners’ L2 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’ L2 Possible Selves, through guided imagery and vision-building treatments, promote their L2 motivation and Willingness to Communicate (WTC) in the Iranian English language learning environment. Fifty-eight L2 learners, homogenized at the intermediate level, from both genders, with an average age of 22, 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 L2 learner based on their answers to the pretest, L2 Possible selves, and WTC questionnaires and using their narrative writings on pre-planned scenarios. In 12 weeks-intervention and via semi-scripted interviews, researchers utilized guided visualization to train learners to use their L2 self-awareness via JWM protocols to increase their L2MSS 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 L2 learners’ ideal self, learning experience, self-awareness, and WTC, but not on ought-to self. The implications show avenues for studies on L2 learners’ self-awareness and motivation and suggest the uses of JWM as a guideline in teacher training courses.