Reframing Cultural and Family Obligations Through Innovative Vision-Based Pedagogy: A Study of L۲ Motivation in Iran

Motivation in second language learning is deeply shaped by cultural values and family expectations, yet these influences are often viewed as fixed and beyond instructional control. This mixed methods study examined whether vision-based pedagogy could reshape culturally and familial grounded motivation among Iranian learners of English. Using a quasi-experimental pretest posttest design, ۲۰۳ university students were assigned to an experimental group receiving vision-based instruction or a control group receiving conventional teaching. The intervention included guided imagery, reflective activities, role play, goal setting, and culturally relevant visual materials. Quantitative and qualitative findings showed that learners exposed to vision-based pedagogy developed stronger and more sustained motivation, while motivation declined in the control group. The findings suggest that pedagogically guided vision can transform cultural and family obligations into personally meaningful motivational resources.

کلیدواژه ها:

vision-based pedagogy ، L۲ motivation ، family influence ، cultural expectations ، Iranian EFL learners