Exploring the relationship between L2 motivational self system, academic emotions, and L2 willingness to communicate among university EFL learners in central and western China

Second language willingness to communicate (L2WTC), a crucial psychological construct in second language acquisition (SLA), is influenced by the complex interaction between learners' intrinsic motivational factors and affective variables. Based on the L2 Motivational Self System (L2MSS) theory, this study employed quantitative research methods to investigate 276 English majors from a university in China to explore the relationship between L2MSS, academic emotions and L2WTC. Descriptive statistics revealed moderate overall L2MSS and L2WTC levels. Pearson correlation analysis revealed that ideal L2 self (IL2S) and L2 learning experience (L2LE) were positively correlated with positive emotions and L2WTC while negatively correlated with negative emotions. Structural equation modeling indicated direct positive effects of IL2S and L2LE on L2WTC, while ought-to L2 self (OL2S) exerted no direct effect on L2WTC. IL2S and L2LE were positively associated with hope and relaxation but negatively associated with shame and boredom, whereas OL2S was positively linked with shame and boredom without influencing positive emotions. Hope and relaxation promoted L2WTC, while shame and boredom inhibited it. Mediation analysis showed that positive emotions partially mediated the relationship between IL2S/L2LE and L2WTC, while negative emotions fully mediated the relationship between OL2S and L2WTC. This study elucidated the differential mechanisms through which motivational factors influence L2WTC via emotional pathways, offering theoretical implications for SLA and practical strategies for fostering motivation and emotional regulation in foreign language education.