This study reports on a cross-sectional study conducted at the preparatory school of a state university in Turkey to examine the role of gender and L2 Proficiency on learners’ motivation and vision to learn English as a foreign language. While motivational dispositions of learners has been subject to research for several decades, understanding visualization has become a part of motivational studies in recent years and how it is affected by learners’ gender and L2 proficiency needs further research. This study aimed to contribute to the literature by studying some aspects of motivation and vision to find how they are affected by gender and L2 proficiency of learners. The results revealed that although gender had a main effect on Ideal L2 Self of learners in motivation, and on their Vividness of Imagery in vision; L2 proficiency was found to yield no main effect on any of the areas investigated.
Motivation, vision, gender, L2 proficiency, language learning