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Abstract
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The L2 learner experience is often considered as a powerful predictor of motivated behavior, yet it is under-theorized as compared to other components of the L2MSS. Therefore, this study is one of the pioneers in following the notion of student engagement, offered as a theoretical framework for the concept of learner experience (Dornyei, 2019). This study will provide significant results, which in turn will help to produce some full-fledged pedagogical techniques to enhance student motivation in the classroom via vision, since “ for some language learners the initial motivation to learn a language does not come from internally or externally-generated self-images but rather from successful engagement with the actual language learning process”. (Dornyei, 2009, p. 29).
Thus, this study not only considers learners’ imagined selves, but also it elaborates on the somewhat different component of the L2MSS, the learner experience as learner engagement, which will harmonize the three components of L2MSS more clearly and will open up new perspectives in the field of language learning motivation.
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