Learners with ADHD, even those adapted to online instructional regulations, readily become frustrated with the typical tenor of instruction and, as a result, may stray from the core learning content. The current mixed-method study explored how manipulating these learners into envisaging their ideal L2 selves could avoid motivational pitfalls in their way to L2 learning, affecting their motivated cognition, emotion, and behavior. Based on the motivational paradigm proposed by You and Dörnyei (2014), a multifaceted construct, including the future L2 selves, L2 learning experience, and intended effort, was compared between an experimental and a control group of Iranian EFL learners. The control group only received regular language instruction, whereas the experimental one, along with this instruction, was exposed to a supplementary vision ignition intervention. The comparison of the multifaceted construct, measured by a standard Likert-scale questionnaire, revealed significant between-group differences in the overall motivational construct and the ideal L2 self. Nonetheless, the significant raises in the learners’ overall motivation and cognitive motivation failed to be reflected significantly in their emotional states and motivated behavior. Further analysis of the affective and behavioral components through interview and checklist data revealed that the intervention achieved some success in improving the short-lived learning experiences of the learners and helping them invest more time and effort in language learning. The findings may offer new insights to the broad range of practitioners and specialists eager to help learners with neurodevelopmental disabilities cultivate motivational drives required to meet educational success in today’s remotely-managed globe. تفاصيل المقالة