The Effect of Classroom Mastery Goals Structure on L2 Willingness to Communicate: The Mediating Roles of Positive Psychological Capital and Ideal L2 Self

ABSTRACT Second language willingness to communicate (L2 WTC) is crucial for language learning, as it directly influences learners’ engagement and communication. While classroom environments are key to promoting L2 WTC, research has often focused on its social aspects, neglecting motivational factors like classroom mastery goal structure (CMGS), which emphasizes personal growth over competition. Based on Self‐Determination Theory, the present study investigates the influence of CMGS on L2 WTC by integrating environmental and individual factors, focusing on the mediating roles of positive psychological capital (PsyCap) and the Ideal L2 Self (IL2S). Data collected from 329 undergraduates reveal that CMGS enhances L2 WTC both directly and indirectly through PsyCap and the IL2S. A chain mediation effect reveals that CMGS promotes PsyCap, which, in turn, reinforces the IL2S, leading to increased L2 WTC. These findings highlight CMGS's role in enhancing L2 WTC by fostering psychological and motivational factors. The current study offers educators valuable insights into creating supportive environments for language learning.