One of the most recent developments in the field of L2 motivation is the construct of Directed Motivational Currents (DMCs). This novel motivational conceptualisation is characterised by its energising capacity to promote and sustain action in a multitude of contexts whenever an individual is determined to attain a goal/vision he or she regards as personally significant. The present article is a qualitative case study that draws on the results of interviews and post-intervention open questionnaires to explore the existence of core characteristics of DMCs among four engineering undergraduates during the process of preparing their group in-class presentation as part of a course of Technical English. The methodology of a multimodal intervention initiated DMC like experiences, thereby developing and enhancing the construction of learners' visions as competent speakers of the L2 and promoting their perceived linguistic self-confidence. Results confirmed that DMCs can function at the group level, engaging students fully in tasks that are personally, academically and professionally meaningful to them.