Beyond Motivation: Modeling the Predictive Role of L2 Pride in Informal Digital Learning of English

ABSTRACT This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ language learning motivation and involvement with informal digital learning of English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, the study employs structural equation modeling to examine the relationships between L2 pride, L2 motivational self‐system components (ideal L2 self and ought‐to L2 self), and IDLE practices. Results reveal that L2 pride directly influences both students’ IDLE participation and their ideal and ought‐to L2 selves. Furthermore, both components of the L2 motivation partially mediate the relationship between L2 pride and IDLE participation. These findings highlight the importance of pedagogically nurturing students’ emotional experiences as proud L2 learners and fostering clear L2 self‐images to promote autonomous engagement in informal language learning within digital environments.