In this dissertation, I will present social-cognitive frameworks that support the use of mental imagery for possible self enhancement; and articulate and evaluate a pedagogical intervention designed for the foreign language class. This intervention will allow students to explore and develop prominent and vivid mental representations (self-schemas) of their L2 possible selves (L2 referring to foreign, second language) using guided mental simulation, also called task-guided imagery. The desired aim of this intervention is to help activate students' social cognitive repository in order to elaborate the foreign language part of their self-schemas and thereby increase their L2 competency beliefs and their desire and effort to continue learning a foreign language. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]