dynamic second language possible selves through johari window model: enhancing l2 self-awareness and willingness to communicate in foreign language context

Contemporary researches into the nature of second language learning motivation emphasize the role of dörnyei’s l2 self-system, however learners' l2 self-awareness is a missing link among different kinds of selves in the l2 learning atmosphere. the research analyzed whether the learners’ l2 possible selves through their l2 self-images and vision-building treatments promote their motivation and willingness to communicate (wtc) in iranian english language learning environment. by the same token, it argued that increasing learners’ l2 self-awareness by ‘johari window model’ (jwm), as a self-regulatory model, improved their motivation and wtc. changes of l2 self-awareness via jwm is based on cognitive and developmental psychology to help pupils get intrapersonal and interpersonal understandings in relationships. accordingly, researchers applicably established different arenas of jwm for l2 learners by using their l2 possible selves to increase their l2 self-awareness and wtc. to do so, eighty-three persian-speaking university students, majoring in tefl and ts, homogenized in intermediate level and divided into experimental and control groups, ages ranged from 19-24. in order to decipher whether the treatment had a significant effect on the learners’ l2 possible selves and wtc, two questionnaires were administered before and after the treatment sessions lasted for a semester, as pre- and post-tests due to the dynamic nature of these constructs. the treatment done for the experimental group included writing narratives formed on scenarios about their l2 possible selves, then class interviews established as follow-up activities elicited from their narratives. pearson correlation, linear regression and manova were employed to analyze the data collected through this study. findings of descriptive statistics revealed that the impacts of treatments on learners’ l2 self-awareness and motivation in tandem with their wtc. the implications show different portals for the studies on l2 learners’ self-awareness and guided imagery motivation, jwm as a guideline in teacher training courses.