From Classroom Experience to Motivated Action: The Role of Vision-Based Pedagogy in Shaping Intended Effort in an Exam-Oriented EFL Context

Motivation in exam-oriented English as a foreign language context is often weakened by limited classroom engagement and declining learner effort. This study examined whether vision-based pedagogy could enhance learners' classroom learning experience and their intended effort to invest in English learning. Using a mixed-methods quasi-experimental design, ۲۰۳ Iranian undergraduate students were assigned to an experimental group receiving vision-oriented instruction or a control group receiving conventional instruction. Vision-based activities were integrated into regular classes through guided imagery, reflective tasks, scenario construction, role play, and goal setting. Quantitative results showed significant improvements in learning experience and intended learning effort among learners in the experimental group, while the control group demonstrated stagnation or decline. Qualitative findings further indicated increased emotional engagement and a greater willingness to sustain effort beyond immediate examination demands. The findings suggest that embedding future-oriented vision into classroom practice can transform situated learning experience into motivated action in exam-driven English learning contexts.

کلیدواژه ها:

vision-based pedagogy ، L۲ learning experience ، intended learning effort ، exam-oriented EFL context ، learner motivation