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Chapter 2
The L2 Motivational Self System: Future Self-
guides Activities

This chapter outlines theoretical conceptualizations of Zoltán Dörnyei’s (2005,
2009) L2 Motivational Self System, which are relevant to the design and conduct
of English activities aimed at helping university students develop positive
attitudes toward English and become more motivated in their English learning.
The chapter provides a brief overview of the L2 Motivational Self System and
some relevant concepts. It places specific focus on how the concepts related to
future self-guides are applied in the design and conduct of the activities.

A Brief Overview of the L2 Motivational Self System

The L2 Motivational Self System is based on the theory of possible selves. The
key concepts of the L2 Motivational Self System include the ideal L2 self, the
ought-to L2 selves, and the learning experience. Desired future self images
represent an Ideal L2 Self. In contrast, future self images which are derived from
external sources (such as family, peers, teachers, or the curriculum) are regarded
as an ought-to L2 Self. The L2 Learning Experience refers to “the perceived
quality of the learners’ engagement with various aspects of the language learning
process” (Dörnyei, 2019, p. 26). The L2 learning experience includes all aspects
of language learning such as teachers, classmates, the curriculum, the experience
of success, and social groups.

With reference to the notion of possible selves, Markus and Nurius
(1986) identify three main possible selves: the ideal selves, the expected selves,
and the feared selves. They state that possible selves are future-oriented and
impact behavior because they involve senses and images. Simply put, these

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possible selves, with their future-oriented nature, function as future self-guides
and have a motivational impact on individuals. Possible selves, according to
Markus and Nurius (1986), “provide a link between the self-concept and
motivation” in that “an individual’s repertoire of possible selves can be viewed
as the cognitive manifestations of enduring goals, aspirations, motives, fears, and
threats. Possible selves provide the specific self-relevant form, meaning,
organization, and direction to these dynamics” (p. 954).

Regarding the motivational function of the future self-guides, Higgins
(1987) proposes the self-discrepancy theory, which suggests that an individual is
motivated to attain a condition where his/her actual self matches his/her future
self-image. Along similar lines, Dörnyei (2009) discusses the link between future
self-guides and motivation and points out that motivation occurs as people aspire
to reduce the gap between their current and ideal/ought selves. According to
Dörnyei and Ushioda (2011), in order for future self-guides to have the
maximum motivational impact, the following conditions need to take place: 1)
an L2 learner should possess the desired state of his/her future self; 2) there is a
sufficient difference between the current self and the future self; 3) the desired
future self-image is vivid and elaborate in an L2 learner’s mind; 4) the future self-
guides are plausible; 5) the future self-image should not be perceived as too easy
to attain; 6) the ideal and ought selves should be in harmony; 7) the future self-
guides are activated regularly; 8) procedural strategies should be in place so that
a learner has a roadmap toward the goal; and 9) the desired future self is offset
by the feared self.

Some of the activities we do to help English learners develop positive
attitudes toward English, themselves and other speakers of the language as well
as become motivated to learn English focus on helping them develop a clear,
vivid vision of their Ideal L2 selves. In the following section, I will discuss some
key intervention activities that apply the L2 Motivational Self System to motivate

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students in their English learning.

Future Self-guides Activities

Future self-guides activities are carried out alongside other activities throughout
the project implementation. Below is a list of future self-guides activities.
1. Role Model’s Talk: The primary purposes of the role model’s talk are: 1)
to encourage students to start seeing themselves as capable of fulfilling their
dreams and envisioning their future selves; and 2) to inspire students to develop
skills and abilities necessary for their growth and future. We frequently organize
role models’ talks as future self-guides activities (Dörnyei, 2009; Wongthong &
Patanasorn, 2017).

In this activity, we invite Thai speakers of English to give a talk to the
students on different occasions. Our most significant role model’s talk event is
the open house in which we invite a well-known Thai speaker of English to give
an inspirational talk on how s/he has developed his/her English skills and abilities
and how English could be used as a means to an end. The talk lasts approximately
1-1.30 hours, depending on the speaker. We choose speakers whose backgrounds
are quite similar to our students’ backgrounds to encourage them to envision
themselves as being able to accomplish similar goals, including being able to
communicate effectively in English. Using speakers whose backgrounds are
similar to those of our students can give them the confidence to start practicing
English and envision themselves as successful English speakers.

Apart from the open house, role models’ talks also take place both online
and offline. We have two weekly online programs in which we ask current
students and alumni to give inspirational talks regarding the importance of
English in their current and future endeavors as well as how they have developed
skills and abilities necessary to achieve their life goals. These two programs,

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namely Homeroom Talks and Alumni Talks, are available online on our social
media page and video-sharing channel.

We also give a role model’s talk when we organize English camps. We
usually showcase our student volunteer’s English learning journey to encourage
other students to start learning to develop the skills and abilities necessary for
their growth and future goals. Since almost half of our student volunteers are
non-English majors with mixed abilities, we have many inspiring stories to share
with other students who are afraid of using English in front of others or think it
is too late to start learning English. This activity is usually carried out when we
are halfway toward the end of the event. For example, for a two-day English
camp, this activity is done on the morning of the second day. Examples of our
role-model talks can be seen in Figure 2.1.
Figure 2.1
Role Model’s Talks

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2. Possible Selves Roadmap: This activity is adapted from Oyserman et al. (2002)
and Oyserman (2015)’s School-to-Jobs Program and Hock et al. (2006)’s
Possible Selves Program. It enables the students to envision their future selves
and make a concrete plan toward such imagined future selves. The students are
also encouraged to think about any obstacles that might occur along the way. By
encouraging the students to think about both the ideal and fear selves, we can
engage the students in their future selves and make them more relatable and real.
This activity is used after the students are familiar with each other and with the
project leaders. It is usually conducted when we are halfway toward the end of
the event/activity/course. We use this activity in all our English classrooms and
camps. We also use this activity whenever we organize activities in which students
are expected to know themselves first in order to be able to work with others or
serve their community.

This activity lasts approximately three hours and is always led by a role
model’s talk. In this activity, we divide the students into a group of 5-15,
depending on the size of student participation and the number of staff members.
If a group is smaller than 10, we have one staff member as a group convenor. If
a group is bigger than 10, we usually have two staff members as group
convenors.

We then ask the students to think about their desirable future selves and
make plans to achieve their goals. The students are asked to think about steps
they need to take to achieve their goals and attain their possible selves. They are
also asked to think about any obstacles that might occur as they attempt to
actualize their dreams. Each student has to share their ideal and feared selves
with their group members. The students are encouraged to be honest with
themselves and to be brave to imagine the possibility of actually becoming their
desirable selves. Those who listen to their friends are asked to listen attentively
and deeply but not to offer unsolicited advice. This group-sharing session usually

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takes 30-45 minutes. After that, the students have to draw their future selves and
roadmaps on an A1 paper. This drawing and self-reflection session usually takes
60-90 minutes. Since we have limited time, we often ask the students to volunteer
themselves to present their future selves to the big group. The number of
presenters depends on the remaining time on the activity. We usually have at least
one presenter from each group.

At the end of this possible selves roadmap, we have a concluding session
in which we encourage the students to believe in their abilities to achieve anything
they want to achieve and to become anything they want to become. We also
inform them to remember the feelings and positive energy they have and feel
while actively participating in this activity. The ultimate goal of the possible selves
roadmap, according to Oyserman (2015, p.48), is

[...] to make academic possible identities accessible, connect these
possible identities with strategies to attain them, to create urgency to act
now, and to help students interpret difficulties in school tasks as
reminders of the importance of their possible selves rather than
misinterpreting difficulties as meaning that their possible selves are
impossible to attain.

Upon completion of this activity, the students are asked to pin their

posters on their bedroom walls so that they can see their future images often.

This acts as a reminder for the students to stay motivated and keep developing

skills and abilities essential to attain these possible selves as Wongthong &

Patanasorn (2017, p. 6 ) put it, “the more often they saw their images, the more

motivated they were”. Figure 2.2 below displays an example of the possible selves

roadmaps. Another example of the possible selves roadmaps can be found in

Appendix I.

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Figure 2.2
Possible Selves Roadmap

3. Desirable Qualities: This activity is similar to ‘Possible Selves Roadmap’ in
that it encourages students to think about their role models. However, this
activity is much simpler than the former since it only requires the participant to
draw a picture of a human body and divide the body up into smaller parts, each
containing information about one particular desirable quality of the role model.

In order to accomplish the task, the student needs to think about
desirable qualities that the role model possesses and then annotate each section
with one quality. To help him/her see the gap between his/her current situation

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and the role model’s, the student needs to identify how much work s/he needs to
put into achieving that particular quality. S/he might put two different colors to
show the gap between his/herself and the role model. This activity can be done
in low-resource contexts as well. Examples of students’ self-drawn desirable
qualities are shown in Figure 2.3.
Figure 2.3
Desirable Qualities

4. Pride, Hope, Fear, Gratitude: This activity is a shorter, adapted version of

Sheldon & Lyubomirsky (2006) Best Possible Selves Writing Project and could

be done in two to three hours depending on the number of participants. We use

this activity either at the beginning of our language classes or as an icebreaker at

any events including our English camps.

In this activity, the students are asked to reflect on their past and/or

present success, hope for the future, fear about the future, and gratitude toward

whatever and whoever in their lives. They are informed that their pride can be

something as small as giving up their seat to people with mobility issues. We

encourage everyone to value small acts that mean a lot to people’s lives as highly
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as all the other contributions people can make to the world. In terms of hope,

the students are asked to think about what they hope to become in the future.

They are encouraged to be brave to dream and share their dreams with their

fellow students. With regard to fear, the students are asked to think about things

that they fear might take place in the future and might prevent them from

achieving their goals or attaining their hope-for selves. They are also encouraged

to think about things and/or people they are grateful for in as much detail as

possible. The students can write things down or simply remember the details.

This part takes 20-30 minutes.

Then each individual student is given a piece of A4 paper and a pen to

carry around the room while interacting with and getting to know other students.

The student is asked to talk with six other students. Each time they talk with a

new partner, they have to take turns sharing stories. Before this “Getting to

Know One Another” round begins, the students are asked to practice active

listening and not give unsolicited advice or opinions. They are encouraged to

respect one another’s choice and voice. The students can take short notes while

listening attentively to their friends in order to use the information as a reminder

of their conversations. This part takes approximately an hour.

Finally, we ask the students to share the most impressive stories they

heard from their fellow students to the group. We inform the students about how

much we appreciate the opportunity to learn about their personally meaningful

stories and how much we value their stories. By creating a safe space for the

students to share something personally meaningful to them, we can empower the

students to value their own stories and dreams as much as others’ stories and

dreams. Together, this safe space provides a platform for the students to become

more motivated to pursue their dreams (Sheldon & Lyubomirsky, 2006) and

practice gratitude. Figure 2.4 depicts examples of our Pride, Hope, Fear,

Gratitude activity.

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Figure 2.4
Pride, Hope, Fear, Gratitude

5. A Letter to My Future Self: This activity allows students to reflect on their
past and present before visualizing their ideal future selves. Once they have done
reflection and visualization, students are asked to write a letter to their future
selves, thanking them for all the hard work and efforts they put into achieving
their goals and fulfilling their dreams. Students are encouraged to talk about
challenges and obstacles as well as acknowledge determination, perseverance,
effort, self-growth, and development in the letter. By doing this, students can
focus their attention on the discrepancy between their present and future selves
and explore possible options which will enable them to achieve the desirable
state. Since this activity is also aimed at promoting gratitude and empathy,
students have to show their gratitude toward people who support them and show
their support to those who need words of encouragement. The instructions and
an example letter are shown in Figure 2.5. This activity is best done after a role
model’s talk or any inspirational talk, story or video because students will gain

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more confidence and inspiration to develop themselves in order to achieve such
desirable states.
Figure 2.5
A Letter to My Future Self

Lessons Learned from Using Future Self-guides Activities

1. Teachers and English educators can help L2 learners enhance their vision
of their ideal L2 selves using a range of future self-guides activities. They can also
help L2 learners create specific plans and strategies to develop their language
skills and abilities to attain the possible selves (Magid, 2014).
2. These activities can help L2 learners become more confident and motivated
in their English learning. Once L2 learners gain more confidence in their L2
learning, they tend to continue developing their English skills and abilities which,
in turn, help them become optimistic about attaining their ideal selves (Nguyen
& Foley, 2019; Nattheeraphong, 2020).
3. Teachers and English educators can help L2 learners link what they study to
their narratives since doing this can help them view their L2 learning journey as
personally meaningful to them and their future (Stibi, 2017).

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4. Teachers and English educators should treat students as “whole persons” with
unique life stories, experiences, qualities, needs, and interests. Because students
bring this baggage with them wherever they go, it is our job to acknowledge them
as “persons in their own right” and conduct activities in a way that addresses
individual differences and respects all lives involved. In light of this, the first step
toward promoting second language motivation is to understand that motivation
does not occur in a vacuum. Based on Ushioda’s ‘Person-in-Context Relational’
approach, second language learner motivation should be viewed through the lens
of relevant discourse data as it helps “to illuminate how language learners’ current
experiences and self-states (characterized broadly as “L2 learning experience” in
Dörnyei’s L2 Motivational Self System) may facilitate or constrain their
engagement with future possible selves” (Ushioda, 2009, p. 225).

Recommendations for Future Projects

1. Activity leaders should use positive language to foster positive communication
and relationships with students in all activities. This is fundamentally important
if you wish to help students construct positive images about themselves, envision
their ideal selves, and work on them.
2. For beginners, allow them to use their mother tongue when and where
necessary. The goal is to encourage them to express themselves fully, not to test
their English abilities.
3. Length, contents, and continuity of the intervention program play a key role
in maximizing or minimizing the impact of the program. A well-planned program
can create greater impacts. Further information on how to structure this type of
program is available in Magid & Chan (2012)’s article.

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Chapter 3
Mindset Theory: Growth Mindset Activities

“Implicit theories (or mindsets) refer to the fundamental, core
beliefs that individuals hold about the nature and malleability of
various aspects of the human condition.”

Ryan & Mercer, 2012, p. 74

This chapter provides an overview of Carol Dweck’s Mindset Theory and details
how we can apply this theory to practice. Two types of mindsets or implicit
theories have been a focus of the theory–incremental theories and entity theories.
Dweck (2008) terms incremental theories and entity theories as growth mindset
and fixed mindset, respectively. These mindsets influence how individuals view
human attributes such as intelligence and different types of abilities and, in turn,
shape their behavior and how they handle challenges, difficulties, and failures.
Given the influence of mindsets on people’s behavior, this chapter discusses
different mindset activities that can be used to foster the development of a
growth mindset in students.

A Brief Overview of the Mindset Theory

Research on implicit theories suggests that different mindsets yield different
effects on how students approach learning and their academic performance (e.g.,
Dweck & Leggett, 1988; Dweck, 2007; Dweck & Molden, 2008). Incremental
theories or beliefs that human attributes can be developed or improved lead
individuals to have the mastery-oriented pattern which “involves the seeking of
challenging tasks and the maintenance of effective striving under failure” (Dweck

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& Leggett, 1988, p. 256). On the other hand, entity theories are beliefs that
human attributes are fixed and cannot be improved or developed. As a result,
individuals with entity theories are likely to develop the helpless pattern, which
refers to “an avoidance of challenge and a deterioration of performance in the
face of obstacles” (Dweck & Leggett, 1988, p. 256).

Regarding the two response patterns, helpless and mastery-oriented
individuals have different goals for achievement (Elliot & Dweck, 1988). The
first type of goal is a performance goal. This goal is about measuring one’s
abilities. Individuals who have this type of goal are concerned about their levels
of intelligence and might condemn themselves for being unintelligent when they
perform poorly. These individuals tend to give up when faced with setbacks and
challenging situations, and their response falls into a helpless response
accordingly. The other type of goal is a learning goal. It is a goal that centers on
mastering new things and finding the right strategies for a particular task. With
this type of goal in mind, individuals do not blame themselves for not being
enough or unintelligent, but they usually look for or develop strategies, skills
and/or abilities necessary for a particular task. Their response to a challenge is
mastery oriented. Diagram 3.1 below is a graphic adapted from Nigel Holmes
(Mindsetworks, n.d.)’s work that demonstrates Dweck & Leggett (1988)’s
research and how different mindsets lead to different behavior patterns.

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Diagram 3.1
Fixed VS Growth Mindsets

We have applied knowledge of mindsets and tailor-made the intervention
activities to suit the purposes of our project, our students, and the timeframe.
Here are some of the activities we organize to help learners of English become
aware and have a better understanding of neuroplasticity, mindsets, and how they
can shape the way they think, which can eventually affect how they view, interpret
and do things.

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Mindset Activities

Mindset activities play a prominent role in helping students develop the right
attitude for a particular task and foster a growth mindset. Below is a list of our
main mindset activities.
1. Mindset Talks: The contents of our mindset talks include knowledge of
growth and fixed mindsets, neuroplasticity, and stories about people who have
overcome their limitations. The main purposes of the talks are: 1) to show
students how the human’s brain can and will change with continuing effort and
experience. In other words, it is important to know that our intelligence is
malleable (Yeager & Dweck, 2012); 2) to encourage students to reflect on what
they learn from the talks and share their thoughts and opinions with others; and
3) to encourage students to think about their perceived limitations or challenges
and make a concrete plan to overcome those limitations or challenges for their
growth and development.

We usually give a mindset talk at the beginning of our English Camp and
English classes to raise students’ awareness of the importance of mindset and
inform them that our brain shapes us, and vice versa. This activity helps students
stay open-minded throughout the activity as it stimulates them to think about
how different ways of thinking can change the outcomes and invites them to
experiment with new ideas and challenges instead of rejecting them or giving up
their efforts. Figure 3.1 shows an example of a mindset talk.

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Figure 3.1
Mindset Talk

2. You’ve Got a Friend: This activity is adapted from Yeager et al. (2013)’s
incremental theory and coping skills workshops, but the contents are about

English learning, and the activity lasts only about three hours. We frame this
activity as a way for students to help give their friends or classmates friendly

advice. One important thing that educators need to keep in mind when delivering
this kind of activity is to create a safe, supportive environment for everyone

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involved. Students should not view themselves as incompetent but as being able
to develop and help themselves and others. The activity begins with a brief
introduction to neuroplasticity. We give an example of Barbara Arrowsmith
Young, a living proof of neuroplasticity. She authored “The Woman Who
Changed Her Brain” based on her own life story. We can either tell her story or
play a video of her. We often play an inspirational TEDx Talks’ (2013) YouTube
video entitled “The Woman Who Changed Her Brain” because it summarizes
her story well. Then we ask students to discuss issues regarding the malleability
of the human brain and how people can change their brain through effort and
experience (Blackwell et al., 2007).

After the discussion, students are asked to think about one situation when
they lost confidence or motivation to learn or practice or use English and imagine
that this similar situation happens to their classmate or friend. We give them
enough time to reflect on the experience and think about what they should say
to help that person understand that s/he can change the way s/he responds to the
situation and that the situation could eventually change. Then we ask them to
write about the situation and advice they wish to give to another person. When
students are done writing, we ask them to pin their notes on the board(s)
provided. We then ask students to come to the board(s) to read the notes and
share their thoughts and experiences with their peers. We also ask them to pick
some exciting stories to share with the group. By doing this, we can promote
students’ engagement and active participation. At the end of the session, we ask
the students what they think about the brain’s malleability and how the
knowledge and experience they gain from the activity can be applied to their lives.
Figure 3.2 depicts some activities of You’ve got a friend.

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Figure 3.2
You’ve Got a Friend

3. A Rejection Story: This activity is inspired by Ted’s (2017) YouTube video
entitled “What I learned from 100 days of rejection”. Students will learn from
the video that rejection is part of our daily life and that it is normal to be rejected.
What makes a difference is how each individual views, interprets, and responds
to rejections. The sooner an individual gets over rejection and moves on with a
strong will, the less struggle s/he faces and the more likely s/he will thrive. The
main point is to encourage students to focus their attention on their goals and
see rejections and failures as part of their journey.

After showing the video to students and asking them about their views
on rejections and failures, activity leaders can arrange ‘Speed Dating’ to facilitate
a brief discussion regarding individual students’ experiences. Later, activity
leaders divide students up into smaller groups, each of which consists of five
members. Within a group, each member needs to share a story of rejection. In
this case, activity leaders need to inform them that they can be selective about
what they share and should share only what they feel comfortable sharing. All
students are encouraged to be respectful and appreciative of other people’s lives
and stories. After the in-group story-sharing session, each group needs to choose
one most relatable and inspirational story and create a six-panel comic strip to

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show the story. When all groups are ready, they can put the story up on the walls.
It is exhibition time!

How to do “A Rejection Story”
1. Activity leaders show a video entitled “What I learned from 100
days of rejections” to students and ask them to share their opinions about
rejections and failures.
2. Activity leaders ask students to do ‘Speed Dating’, one which allows each
student to share his/her rejection story within 30 seconds and listen to his/her
partner’s 30-second story before they change partners (One minute/round).
Since students are divided into two parallel rows, only one row has to change
seats to facilitate the change of conversation partners.
3. Activity leaders divide students up into small groups, each of which comprises
five members. Each student needs to tell a story of rejection to their group
members. Once they are done telling stories, group members need to choose one
most relatable and inspirational story to be depicted in a six-panel comic strip.
4. Each group then needs to create a six-panel comic strip and put their comic
strip up on the wall.
5. It is exhibition time! Students need to take turns going around from one comic
strip station to the next. There must be one remaining group member at the
comic strip station, waiting to tell the story to visitors. Each round lasts three
minutes. After each round, one group member needs to come back to the comic
strip station to tell the story to the next visitors while the story teller rejoins their
group members and visits a new comic strip station. After five rounds of comic
strip station visits, each group needs to discuss the stories they learned from their
friends and share their thoughts on how to move on and thrive despite all the
challenges. Figure 3.3 displays an example of the rejection stories. Another
example can be found in Appendix J.

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Figure 3.3
A Rejection Story

4. Challenges, Reflections, and Rewards: We usually use challenging tasks
for students to complete together. Some examples of the tasks used are
Marshmallow Challenge, Treasure Hunt, Team Anthem, and Story-telling. These
activities are not uncommon and used in various contexts, but we make them
more meaningful and beneficial for students by adding reflection and reward
sessions. We inform the students to observe their thought process while
completing the task with their peers. They have to observe what they think, how
their thoughts shape their actions, how their thoughts shift, and what makes them
change their thoughts or actions.

We learn about the students’ nature, proficiency levels, skills, and abilities.
We then make the tasks more challenging for the students to complete so that
they can observe their thought patterns and how they cope with challenging tasks
as individuals in their own right and as team members. Upon completion, the
students are asked to share their experiences and thoughts with their peers. The

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focus of their talks is on how they deal with a challenging situation, be it about
the task, themselves, or others. Our purpose is to give the students an
opportunity to observe their mindsets, learn that they can shape their brains, and
see how efforts work (Dweck, 1999).

When it comes to rewards, we usually reward every team for the thoughts
and efforts they put into completing the tasks. However, to make it more
entertaining and engaging, we ask the students to vote for the work and team
they like. Then the big prizes go to those popular teams. The main point is to
reward all the efforts and focus on how mindsets work to encourage or
discourage growth and development. The focus should be placed on progress,
what individuals learn from a particular situation and development, so students
should be praised for effort, not intelligence (Dweck, 2007).

Lessons Learned from Using Mindset Activities

1. Educators and learners must understand that mindset change is gradual rather
than abrupt. Individuals can move along a continuum from one mindset to the
other through practice and time. In light of this view, individuals will become
more optimistic about their mindset change and practice and will place their focus
on their progress and development instead of a swift mindset shift. According to
Ryan & Mercer (2012, p. 85),

In pedagogic terms, the intervention studies are encouraging in that they
suggest potential for learners’ mindsets to change. Conceptualizations of
mindsets as a continuum also make it easier for individuals and educators
to conceive of progress in developing mindsets as learners have the
potential to move gradually along the continuum, rather than less
plausibly execute a radical mindset shift. In terms of practice, an explicit

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discussion of learner beliefs and mindsets is likely to be helpful in
dispelling inhibiting, unhelpful beliefs.

2. Students should be encouraged to try different strategies to deal with a task
or situation before giving up or adjusting their goals to be lower than their initial,
ultimate goals (Dweck, 1999). In this regard, it is crucial to emphasize that
mistakes and failures are part of their learning, and their failures and mistakes do
not define who they are or whether they are intelligent. Their experiences should
equip them with strategies to handle a task or situation in order to foster growth
and development.
3. Teachers and English educators should not label students as having fixed
or growth mindsets because the nature of mindsets is domain-specific as Dweck
et al. (1995, p. 269) suggest, “people need not have one sweeping theory that cuts
across all human attributes.” People may have different mindsets for different
aspects of their lives. A person might hold a fixed mindset when it comes to
swimming while holding a growth mindset about mathematics.

Overgeneralizing the situation might do more harm than help to the
students. In light of this, we should treat students as individuals in their own right
and encourage them to explore more about themselves, their mindsets, and what
they can do to develop skills and abilities they need for their growth and
development.

Recommendations for Future Projects

1. English teachers and educators should not treat students as
individuals irrespective of their contexts since doing so could do a disservice to
the students. Instead, we should try to understand contextual factors that might
enhance or hinder their willingness to participate in an activity and put efforts
into completing a task or handling a situation. These contextual factors also

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A Practical Guide to Designing and Managing English Development Projects

include our instructional practices and interactions with the students (Ushioda,
2012).
2. Activities that promote the growth mindset should be carried out in a
continuous manner with the main purpose of helping students better understand
themselves and their situations, not of putting them in jeopardy. Students should
be encouraged to develop the growth mindset at their own pace and with respect
to their context (Ryan & Mercer, 2012).

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By Anyarat Nattheeraphong

Chapter 4

Zone of Proximal Development and the Role of
MSU Homeroom FriendAdvisors

This chapter introduces Vygotsky’s Zone of Proximal Development, which is
employed as a theoretical framework for the management of our activities and
human resource. How we organize our activities and recruit students to work
with us is vital to the success of our project. In this chapter, I will give a brief
overview of the Zone of Proximal Development and some relevant concepts and
provide more details regarding how the concepts related to the Zone of Proximal
Development are applied to our human resource management and the design
and conduct of the activities.

A Brief Overview of Vygotsky’s Zone of Proximal Development

Lev Vygotsky’s Zone of Proximal Development (ZPD) provides a theoretical
framework for managing our activities. According to Vygotsky (1978, p.86),
ZPD refers to “the distance between the actual developmental level as
determined by independent problem solving and the level of potential
development as determined through problem-solving under adult guidance,
or in collaboration with more capable peers”. In order to support students as
they are led through the ZPD, we recruit and use student volunteers whose
interest lies in supporting other language learners in their community. We call
these student volunteers “MSU Homeroom FriendAdvisors”.

The role of MSU Homeroom FriendAdvisors is to assist students who
participate in our activities by: 1) attracting and maintaining their interest in
the task at hand; 2) simplifying the task; 3) emphasizing things that will guide
them through the task; 4) keeping their level of frustration to the minimum;

59 CHAPTER 471

and 5A)Pradcetimcaol GnusitdreattoinDgesigthniengtaansdkMa(nWagoinogdEnegltishaDl.e,ve1lo9p7m6e)n.t PMroSjeUcts Homeroom

FriendAdvisors act as both friends and advisors to students who participate
ianndcla5s)srodoemmsonosrtroatthinegr atchteivittaiessk. W(Witohotdheestuaplp.,or1t9t7h6e)y. rMecSeUiveHfroommermooomre
kFnrioewndleAddgveaisbolres oatchtearss,bsottuhdefrnietsndcsananadchadievviesoirnsdteopestnuddeennctes wanhdo gpaairnticmipoartee
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MknSoUwlHedogmeaebrloeoomthFerrise,nsdtAuddevnistos rcsawnoarckhiinevteheinsdoecpieanl dreeanlcme oafndleagraniningmaonrde
dskeivlleslofpomr feunttu.re learning and development. Diagram 4.1 below shows how
MSU Homeroom FriendAdvisors work in the social realm of learning and
Ddeivaeglroapmme4n.1t.
Zone of Proximal Development and the Role of MSU Homeroom FriendAdvisors
Diagram 4.1

Zone of Proximal DevelopWmheanttsatunddetnhtesRaroelenooftMcaSpUablHe oofmdeorionogm FriendAdvisors

(A) Attracting and

What studentWshactasntuacdehinetvsecawinthachieve with ZPD maintaining
the guidancteheangduiednacnocueraagnedmeennctouragement
from more cfroommpetmeornte octohemrpsetent others What students arestnuodet nctas’pinatbelresot(Bf )dSoiminpglifying
(A) Attracting andthe task

ZPWDhat studentsmaintaining (C) Emphasizing
students’ interest(B) Simpliftyhings that will

the task guide them
through the task
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task level of frustration

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alongside the students (E) Demonstrating the

task

Homeroom FriendAdvisors working
alongside the students

Recruitment of MSU Homeroom FriendAdvisors

oRWfeeocdurorusnittoumtdheenanvttevoooflpueMnntienSegUrss fpHoarrotMimcSipeUartoeHdoomimneoFrourorimeanctFdivrAiietindedsvAiasdnovdirsssohros.wAedlminotsetr1e0st0%in

wWoerkdiongnowtithhavues.oWpeentinalgksedfowr iMthStUheHmomanedrogoamve FthrieemnddAedtaviilssoarsb.oAutlmoousrtv1is0i0o%n,
of our student volunteers participated in our activities and showed interest in

working with us. We talked with them and gave them details about our visio7n2,
CHAPTER 4 60
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By Anyarat Nattheeraphong

activities, and responsibilities. For those who expressed a desire to work with us
and mentioned that our vision matched their passion, we asked them to work
with us as soon as they possibly could to give them opportunities to explore
further whether the work was what they aspired to do.

Although our work covers a wide range of activities and involves both
domestic and international collaborations, we place greater emphasis on creating
a safe, supportive environment for student development and much less on
prestige or privilege. So, MSU Homeroom FriendAdvisors know their mission is
to help create such an environment by volunteering their time and knowledge to
help other students. This is one of the key messages we deliver to our prospective
student volunteers. We communicate our vision clearly at the beginning, and by
doing so, our student volunteers know what they can expect from the experience
and what are expected of them. According to Axner (n.d.), “a vision gives people
a bigger picture of what things can be like. It helps people raise their hopes and
expectations; it inspires them. When people are inspired, they are more likely to
work on something.”

Almost 100% of MSU Homeroom FriendAdvisors remain dedicated and
committed to our project. Our MSU Homeroom FriendAdvisors have bonded
with one another, with other students, lecturers, and supporting staff, and with
us through all the activities. The remaining volunteers are those who share the
same vision as we do. Many of them started working with us since they were in
their first year and continued until graduation. Figure 4.1 shows group photos of
MSU Homeroom FriendAdvisors.

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A Practical Guide to Designing and Managing English Development Projects

Figure 4.1
Group Photos of MSU Homeroom FriendAdvisors

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By Anyarat Nattheeraphong

Train-the-trainer Workshop & On-the-job Training

Every time we delegate work, we always ensure that new members work with
more experienced members to learn how to do the job from the more
experienced ones. This type of training is called unstructured on-the-job training
(Mindtools, n.d.). It has become our tradition, and our staff, both supporting
staff members and student volunteers, know that they need to assist the new ones
to complete their work and accomplish the mission. Working in a safe,
supportive environment enables our staff members to create a safe, supportive
space for others.

Once a year, we give a train-the-trainer workshop to MSU Homeroom
FriendAdvisors to prepare them for the work in the upcoming year, empower
them, and uplift their spirits. The contents of the workshop include: 1) public
speaking; 2) deep listening; 3) team and skill building; 4) some success stories and
challenges from the past year; 5) a reflection session where everyone is
encouraged to reflect on the past year’s work and give constructive feedback; 6)
a brainstorming session on new ideas and new projects; and 7) a tree-planting
session where everyone plants a tree to show their love to the environment and
other living creatures. For the train-the-trainer workshop, we use internal trainers
who are resourceful and familiar with our vision and missions. We choose
internal trainers because they can tailor the workshop to our specific needs as
they “have the advantage of knowing the environment and culture of the
organization” (Cserti, 2018, para.14). Figure 4.2 shows pictures of our train-the-
trainer workshop.

63 CHAPTER 475

A Practical Guide to Designing and Managing English Development Projects
Figure 4.2
FTriagiun-rtehe4-.t2rainer Workshop
Train-the-trainer Workshop

Responsibilities of MSU Homeroom FriendAdvisors

RMeSUspHonosmiebrioloitmiesFroiefnMdASdUvisHorsomplaeyroaocmrucFiarlieronlde Aindvpilasnonrisng, designing,

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simtupdleenmtevnotliunng,teearnsdwaosrskesinsinEgngoliusrh cplraosjseecst.anIdn tuptroorjieaclst aismcplalesms teunttoartsio, np,rotdhuecsee
sotnuldineentedvuotlauinntmeeernstwviodrekoisn, aEnndglleisahd acclatsivsietsieasnadt Etuntgolriisahlscaams cplsasasntduotothrse,rpErondgluische
aonndlinceuletduuratal ipnrmogernatmvisd. eSoins,caentdhilseacdhaapcttievritdieesalastwEinthgltishhe cZaPmDps, Ianwdilol ttahlekriEnndgeltisahil
raengdarcduilntugrathl perrooglreasmosf. SMinScUe tHhiosmchearopotemr dFerailesnwdiAthdvthiseoZrsPiDn ,tIwwoilalrteaalks,innadmetealiyl
Erenggarlidsihngclatshseesroanleds EofngMlisShUacHtiovimtieesro. om FriendAdvisors in two areas, namely
E1.nMglSisUh Hclaosmseesroanomd EFnrgielinsdhAadctviivsiotiress.as English tutors: In all our English classes,
t1h.eMseSUMSHUomHeormooemroFomrienFdriAenddvAisdovrsisaosrsEwngolrikshctloustoerlys:wInithallthoeurstEundgelnisths tcolashseelsp,
tthheemse lMeaSrUn aHs ommuecrhooasmthFeryiecnadnA. dTvhiesoyrfsacwiloitrakteclsotusedleynwt iltehartnhiengstbuydegnivtsintgothheemlp

them learn as much as they can. They facilitate student learning by giving them

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By Anyarat Nattheeraphong
guidance and encouragement. They use pair and group work in class, and they
promote scaffolding by forming a group of different levels of ability and
encourage more capable students to help their peers do a task that would not be
done without assisted efforts (Wood et al., 1976).
2. MSU Homeroom FriendAdvisors as activity leaders and facilitators: When
we organize an event or an English camp, MSU Homeroom FriendAdvisors lead
or facilitate activities. Since our activities are predominantly problem-based and
team-based, MSU Homeroom FriendAdvisors assist students by providing
guidance, information, tools, and resources to help them learn by trial and error
and work collaboratively with their peers to complete a task. By doing so, MSU
Homeroom FriendAdvisors help students learn or think in specific ways and
build a toolkit for their future learning and development (Reiser, 2004). Pictures
of MSU Homeroom FriendAdvisors can be seen in Figure 4.3.
Figure 4.3
MSU Homeroom FriendAdvisors

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A Practical Guide to Designing and Managing English Development Projects

Lessons Learned from Using MSU Homeroom FriendAdvisors
to Help with Activities

1. MSU Homeroom FriendAdvisors play an essential role in leading fun,
educational activities while creating a safe space for all participants. Therefore,
these student volunteers need to possess certain qualities that enable them to
achieve such goals and create an impact. It is a project leader’s role to
communicate the project’s vision, mission, values, and responsibilities clearly at
the very beginning. Doing so can help students determine if they are the right fit
for the project. There were times at the very outset of our project that student
volunteers misinterpreted their roles. Instead of giving support and
encouragement, some threatened and discouraged student participants through
their words and actions. Later, we communicate our vision, mission, and values
through all messages and on all platforms to maintain our authenticity and
enhance people’s understanding of our work. Students, who are interested in
working with us, can then decide whether their vision matches ours.
2. Since we welcome students of all abilities and disciplines, we have to help them
understand their roles in different activities and know what are expected of them.
We usually assign buddies who are more experienced and better equipped with
the knowledge and skills essential to conduct certain activities. Our support team

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By Anyarat Nattheeraphong

also works closely with MSU Homeroom FriendAdvisors to ensure that they feel
supported and have the right skills and attitudes to support other students and
the project. However, we faced challenges at the beginning of our project as some
student volunteers lacked team spirit, so it was challenging for them to work with
other people. To solve such problems, we assigned students who could work
with anyone to work with them. Little by little, the students learned to adjust
themselves to work with others. Given that teamwork is critical to achieving our
goals, we give our MSU Homeroom FriendAdvisors sufficient training and
communicate our vision, mission, values, and responsibilities clearly whenever
and wherever we can.

Recommendations for Future Projects

The concepts of the ZPD match our vision and missions because we aim to
create a community of learning where everyone feels safe, secure, positive about
themselves and others. We want students to stay inspired and motivated to learn
and move forward with more tools in their toolkit. For any future projects that
share similar goals, it is recommended that practitioners form a strong team of
volunteers who are willing to co-create a safe, supportive community of learning.
We work very closely with MSU Homeroom FriendAdvisors and provide the
support and assistance they need to facilitate their university life and work with
us. A strong community is what drives our project forward with great results and
impacts.

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By Anyarat Nattheeraphong

Chapter 5
The Affective Filter Hypothesis and Total
Physical Response (TPR): Icebreakers for
English Camps

This chapter discusses James Asher’s Total Physical Response (TPR) and
Stephen Krashen’s Affective Filter Hypothesis, which are employed as
theoretical frameworks for the management of our icebreakers. How we design,
plan, introduce and implement icebreakers is crucial to the success of our project.
In this chapter, I will first present a brief overview of the theoretical frameworks
that are applied to the design and conduct of the activities. Then I will detail how
we design, plan, introduce and carry out icebreakers at our English camps. I will
also discuss how to praise, reward, and give feedback to participants. At the end
of this chapter, I will present the lessons that we have learned from leading
icebreakers.

A Brief Overview of the Affective Filter Hypothesis and Total
Physical Response (TPR)

When designing, planning, introducing, and implementing different
icebreakers at our English camps, James Asher’s Total Physical Response (TPR)
and Stephen Krashen’s Affective Filter Hypothesis are utilized to create a fun,
positive, engaging learning atmosphere. Details of how these two provide
theoretical frameworks and practical implications for camp leaders can be seen
below.
1. The Affective Filter Hypothesis is one of Stephen Krashen’s five hypotheses
about second language acquisition. Krashen (1981) hypothesizes that affective
variables, namely motivation, self-confidence, and anxiety, relate directly to how

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learners approach the language and activities. Learners with a lower Affective

Filter tend to engage more actively in the language and activities while those with

a high or strong Affective Filter tend to avoid engaging in the language or

activities even though they understand the message.

Therefore, our responsibility is to create a fun, non-threatening,

supportive learning environment for our students. In doing so, we are very

selective in how we design, plan, introduce and carry out our icebreakers both

verbally and non-verbally. We usually start with something non-threatening, and

we consistently demonstrate how we do certain activities. From our experience

in using icebreakers with students, icebreakers, including the ones in this chapter,

tend to be viewed as non-threatening and, hence, create a fun, positive, engaging

learning atmosphere. For a group of diverse backgrounds, we sometimes utilize

team-building activities to break the ice because team-building activities focus

more on the group than the individuals.

Simply put, understanding how affective filters work enables activity

leaders to craft their work accordingly. Activity leaders need to be very careful

when designing, planning, introducing, and carrying out icebreakers since being

otherwise might lead to undesirable outcomes.

2. Total Physical Response (TPR) is a language teaching methodology

developed by James Asher (1969). According to Asher (1977), TPR involves

learners responding to teachers’ imperative which contains both the grammatical

structure and vocabulary items of the target language. By showing their

understanding of the target language while internalizing the structures, sounds,

and meanings of the target language, students are not pressured into speaking the

target language when they are not ready to do so. They can show their

understanding through physical activity instead. According to Asher (1969), TPR

can help improve students’ vocabulary retention and listening comprehension.

Some icebreakers (Man and Monk, Evolution, and Body to Body)

included in this chapter can be regarded as TPR activities as they involve activity

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By Anyarat Nattheeraphong

leaders’ commands and camp participants’ responses to the commands through
physical movements. When crafted well, these icebreakers can help students
become more comfortable participating in English activities and being
surrounded by English-speaking people. Since students are not forced to speak
English when they are not ready, they feel more relaxed to participate in other
activities and find English learning fun and non-threatening. In this regard,
Krashen (1982) states that TPR can lower students’ anxiety as students are not
asked to speak unless they are ready.

Icebreakers

When organizing an English camp, activity leaders put thought and effort into
planning icebreakers because these seemingly trivial activities play a crucial role
in setting the camp’s mood. If done well, icebreakers can promote participants’
engagement and prepare them for the subsequent activities. Activity leaders need
to keep in mind that icebreakers act as a booster to the activities participants do
later at the camp, so individuals who lead icebreakers need to have positive energy
and abilities to attract and maintain participants’ interest and attention. The flow
of activities is also vital in doing icebreakers, and transitioning from one
icebreaker to the next means a quick, engaging move. Activity leaders have to
give clear instructions about what participants need to do and what benefits and
fun they will get from the activity.

This chapter presents six icebreakers, all of which require no resources
other than the leaders and participants. That means these activities can be done
anywhere, even in low-resource contexts. Apart from knowing the activities and
having the ability to lead activities and give clear instructions, activity leaders do
not need to prepare any materials for these fun, engaging icebreakers.

From my years of experience, these six icebreakers effectively break the
ice, reduce anxiety, and engage participants. However, please note that these
activities have been carried out in many English camps for some time. The origins

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A Practical Guide to Designing and Managing English Development Projects

of these activities are unknown since we usually share games and activities all the
time. In recognition of this, I attempted to look for a reference link to each
activity and found some interesting links as I wrote this chapter. So, I also include
these online resources at the end of this chapter for those interested in leading
icebreakers.

Activity One: Change things about you
Time Required: 10-15 minutes
Type of Activity: Group
Materials Needed: None
This activity is straightforward and fun to lead, and it requires participants to
participate actively to enjoy this activity to the fullest. Activity leaders arrange
participants into two equal lines facing each other. People in one line are given
30 seconds to look at someone in front of them. Then they have to turn around
while the other team has 30 seconds to alter their appearance or change things
about them (e.g., take off shoes, change hairstyle, switch clothing, trade jewelry,
switch watch or bracelet to other arm, untie shoelaces, put on lipstick, etc.). The
number of things depends on how most participants dress on that day. It could
be something between 5-10 things that are in sight. After 30 seconds, the team
must turn back around and identify the changes. After the first round of change
identification, the teams swap roles (Iowa State University Student Activities
Center, n.d.)

How to play “Change things about you”:
1. Activity leaders give clear instructions about how the activity is done.
2. Activity leaders demonstrate how the activity is done.
3. Activity leaders ask participants to make double lines with an equal number of
people on each team.
4. One team is given 30 seconds to look at the other team.

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By Anyarat Nattheeraphong

5. The first team turns around in order to give the other team 30 seconds to alter
their appearance or change things about them.
6. The first team turns back around and identifies the changes.
7. The two teams swap roles.

Tips:
This activity can be the first activity because it does not require participants to do
much. Since it is group work, participants feel more relaxed to participate in the
activity.

Activity Two: Man and Monk
Time Required: 15-20 minutes
Type of Activity: Pair
Materials Needed: None
In this activity, activity leaders can encourage participants to use their vocabulary
knowledge about roles and occupations to play this game. Activity leaders might
prepare some words they consider suitable for this action game and ask
participants what each role or occupation does. Activity leaders might show
participants actions they are expected to do when they take particular roles or ask
participants to choose what they would act to show their understanding of those
roles. The latter leaves room for creativity and engagement.

A camper needs to do this activity with a partner. Each of them has a role
to play. One plays a role of human or “Man” and the other one needs to play
different roles as agreed by everyone at the preparation stage. Here are some
examples of the pairs that are used in this activity: Man and Monk; Man and
Princess; Man and Wife; Man and Buffalo; Man and Policeman; and Man and
Elephant.

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How to play “Man and Monk”:
1. Activity leaders give clear instructions about how the activity is done.
2. Activity leaders demonstrate what each role/occupation performs.
3. Activity leaders inform participants they have to perform the roles as they hear.
For example, one of them needs to take the role of a princess and the other a
layperson who is in love with a princess when hearing “Man and Princess”.
4. Both participants need to change their actions when instructions change, and
they need to change their partners when hearing “Man to Man”.

Figure 5.1 demonstrates different actions that can be performed in this
activity.
Figure 5.1
Man and Monk

Man and Monk Man and Princess Man and Wife

Man and Buffalo Man and Elephant Man and Police Officer

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By Anyarat Nattheeraphong

Tips:
The objective of this activity is to enable participants to feel comfortable being
around other participants. It is not aimed at punishing any individuals; therefore,
the key to this activity is the flow of instructions and entertainment as participants
perform different actions. It is important to note that this activity can be tailored
to suit a particular context or culture. The words “Monk”, “Buffalo” and
“Elephant” might not be relevant to or appropriate in some contexts. Choosing
words to be used or actions to be performed in this activity requires activity
leaders’ sense of what is plausible and suitable in that particular context.

In the first rounds, activity leaders might need to move slowly from one
instruction to the next to give participants time to familiarize themselves with the
different roles they need to perform. When participants are comfortable with
their fellow participants and the activity, activity leaders can go faster.

Variations:
This activity also leaves room for creativity. Activity leaders can think about pairs
of words that are fun to perform and play with friends. Here are some examples
of interesting pairs of words.

Some interesting pairs for animals can be: Man and Puppy; Man and Bird;
Man and Fish; Man and Kitten; Man and Tiger; and Man and Horse.

Some interesting pairs for household items can be: Man and Fan; Man
and TV; Man and Bed; Man and Computer; Man and Mirror; and Man and Chair.

Some interesting pairs for traveling can be: Man and Swimming Pool;
Man and Check-in Counter; Man and Subway; Man and Airplane; Man and The
Leaning Tower; and Man and Elevator.

Activity Three: Evolution
Time Required: 20-30 minutes
Type of Activity: Pair

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Materials Needed: Music (optional)
In this activity, activity leaders can attract participants’ attention by asking them
to think about how a type of microorganism like bacteria evolves into a small
animal. Then a small animal evolves into a bigger animal. Activity leaders might
lead participants to think along and ask them whether they agree with this
evolution process. There are seven steps in this evolution chain: bacteria, fish,
birds, monkeys, elephants, humans, and angels.

Activity leaders might ask questions to elicit answers from participants
and engage them in the activity, for example, “What animal eats fish?”, “What
animal is on a tree?” and “What do humans become after they die?”. The chain
of evolution can be altered and tailored to suit a particular context or culture to
make this activity fun and appropriate in that particular context. Then activity
leaders demonstrate how each species performs in order to let the others know
what they are. Knowing one another’s species is very important in this game
because different species cannot compete against one another to get through to
the next stage of evolution. Only players of the same species can compete against
one another. For example, a monkey must play against a monkey only.

Once participants know what to act and the order they must follow as
they play this game until the end, activity leaders tell them how they can evolve.
The classic rock-paper-scissors game decides who can evolve to the next level
and who stays the same. All players start playing this game as bacteria. The winner
of the rock-paper-scissors game evolves into fish while the loser remains bacteria.
The fish then needs to compete with the other fish while the bacteria play with
fellow bacteria. The fish who wins the rock-paper-scissors game later evolves into
a bird whereas the loser remains the same. The game continues in this manner
until all the others evolve into angels while the other six remain the same with no
chance of evolving into the next species in the order. Activity leaders may use
punishment as a tool to create more fun, not embarrassment. They may punish

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