International Journal of Research in English Education

en The Relationship between L2 Motivational Self-system and Willingness to Communicate: The Mediating Effect of L2 Anxiety in the Chinese EFL Context The Relationship between L2 Motivational Self-system and Willingness to Communicate: The Mediating Effect of L2 Anxiety in the Chinese EFL Context تخصصي Special پژوهشي Research The current study used Structural Equation Modeling (SEM) as a statistical technique to test a hypothesized mediating model to uncover the underlying relationship between the L2 motivational self-system, L2 anxiety, and L2 willingness to communicate (L2 WTC). This study is significant because it considers the unique experiences of English as a foreign language (EFL) learner in the era of globalization by incorporating the L2 motivational self-system. The mediating effect of L2 anxiety was also accounted for, providing a deeper understanding of how emotional factors influence L2 WTC. The data were collected through a questionnaire administered to 260 students at six public universities in China. The results showed that (a) two subcomponents of the L2 motivational self-system (ideal L2 self and L2 learning experience) were positive predictors to L2 WTC; (b) the higher the degree to which learners were motivated by their ought-to L2 self, the higher the anxiety of English learning; and (c) L2 anxiety had a suppressing effect between the L2 motivational self-system and L2 WTC. Specifically, L2 anxiety weakens the direct positive effect of the L2 motivational self-system on L2 WTC, leading to a decrease in L2 WTC. Pedagogical implications and future research directions were also addressed.   The current study used Structural Equation Modeling (SEM) as a statistical technique to test a hypothesized mediating model to uncover the underlying relationship between the L2 motivational self-system, L2 anxiety, and L2 willingness to communicate (L2 WTC). This study is significant because it considers the unique experiences of English as a foreign language (EFL) learner in the era of globalization by incorporating the L2 motivational self-system. The mediating effect of L2 anxiety was also accounted for, providing a deeper understanding of how emotional factors influence L2 WTC. The data were collected through a questionnaire administered to 260 students at six public universities in China. The results showed that (a) two subcomponents of the L2 motivational self-system (ideal L2 self and L2 learning experience) were positive predictors to L2 WTC; (b) the higher the degree to which learners were motivated by their ought-to L2 self, the higher the anxiety of English learning; and (c) L2 anxiety had a suppressing effect between the L2 motivational self-system and L2 WTC. Specifically, L2 anxiety weakens the direct positive effect of the L2 motivational self-system on L2 WTC, leading to a decrease in L2 WTC. Pedagogical implications and future research directions were also addressed.   willingness to communicate, L2 motivational self-system, L2 anxiety, individual factors, structural equation modeling willingness to communicate, L2 motivational self-system, L2 anxiety, individual factors, structural equation modeling 14 29 http://ijreeonline.com/browse.php?a_code=A-10-1081-1&slc_lang=en&sid=1 Aliakbar Khomejani Farahan Aliakbar Khomejani Farahan farahani@ut.ac.ir 10031947532846002950 10031947532846002950 Yes Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran Abbas Ali Rezaee Abbas Ali Rezaee 10031947532846002951 10031947532846002951 No Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran WEI WANG WEI WANG zomipawei@gmail.com 10031947532846002952 10031947532846002952 No Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran