Teaching EIL, ideal L2 self, and growth language mindset: Boosting EFL students' willingness to communicate

This study examines how teaching English as an international language (TEIL) influences English as a foreign language students’ ideal second language (L2) self, fosters a growth language mindset and enhances their willingness to communicate (L2 WTC). Data from 680 first-year non-English majors at six Chinese universities − primarily monolingual learners (99.26% with no overseas experience) reporting low English proficiency (average 3.21/10) − were analysed using structural equation modelling. Results demonstrated that students who held more favourable views of TEIL were more likely to associate themselves with a confident and capable English-using identity in intercultural settings ( ideal L2 self ). This strengthened self-image, in turn, was associated with greater belief in the malleability of language learning abilities ( growth language mindset ) and increased L2 WTC . As the first empirical study linking TEIL to motivation, mindset and communication readiness, this research underscores TEIL's potential to help learners envision themselves as confident global communicators, reframe effort as a pathway to growth, and actively engage in real-world English interactions. These findings advocate integrating TEIL into curricula to bridge pedagogical practices with learners’ evolving identities and needs in multilingual settings.