Speaker
Description
Learner motivation plays a crucial role in sustaining long-term engagement in English language learning. However, many learners struggle to maintain motivation when they cannot clearly connect their present learning efforts with meaningful future goals. Drawing on the concept of the L2 motivational self system, this presentation explores how reflecting on one’s future self can strengthen learners’ motivation and engagement in English classrooms.
The session introduces a set of classroom activities designed to help students visualize their future identities as English users. These activities include future diary writing, “thank you” letters from the future self, and imaginative success stories in which learners describe their future achievements. By encouraging students to imagine concrete situations in which they use English in their future lives, these activities aim to strengthen learners’ ideal L2 self and provide a clear motivational vision.
Classroom observations and student reflections indicate that such activities can increase learners’ sense of purpose in learning English, promote greater engagement in classroom tasks, and support long-term motivation. Students reported feeling more confident about their future possibilities as English users and demonstrated greater willingness to participate in communicative activities.
The presentation discusses pedagogical implications for integrating future self visualization activities into English language teaching to support learner motivation and sustained engagement.
Biography
Hoang Phuong Anh is an educator and entrepreneur based in Da Nang, Vietnam, with over twelve years of experience in English language education, teacher development, and educational leadership. She is the co-founder and former CEO of Pingo English Center, where she led the development of innovative English learning programs and teacher training initiatives aimed at creating engaging and meaningful learning experiences for young learners.
She holds a Master of Arts in International Education from Horizons University (France) and a Postgraduate Diploma in Educational Leadership and Management from the London Examination Board (United Kingdom). She earned her Bachelor’s degree in English Language from the University of Foreign Language Studies, the University of Danang.
Her professional interests include learner motivation, innovative pedagogy, teacher professional development, and the integration of entrepreneurial thinking into education. She has presented at several academic and professional events, including the EOP International Conference, TeacherTalk, and the ELT Danang Convention. Her work focuses on designing learning environments that encourage learner autonomy, motivation, and meaningful engagement in English language learning.
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