Introduction Second language (L2) writing is not only a cognitive activity but also an emotionally involving process. However, the joint influence of motivational self-guides and achievement emotions on L2 writing outcomes remains underexplored in Asia-Pacific contexts. Drawing on the L2 Motivational Self System and Control-Value Theory, this study examined how future L2 writing selves predict English as a Foreign Language (EFL) writing achievement through foreign language writing enjoyment (FLWE) and boredom (FLWB). Methods This quantitative cross-sectional study involved 349 first-year Chinese EFL undergraduates. Data were collected through validated self-report scales and a standardized argumentative writing task. Confirmatory factor analysis (CFA) and parallel multiple mediation analysis (PROCESS Model 4) were conducted. Results Both the ideal L2 writing self (ILWS) and the ought-to L2 writing self (OLWS/own) positively predicted FLWE and writing achievement, and negatively predicted FLWB. FLWE positively predicted writing achievement, whereas FLWB negatively predicted it. FLWE and FLWB jointly and partially mediated the relationships between future L2 writing selves and writing achievement, with enjoyment emerging as the stronger mediator. Discussion These findings highlight the dynamic interplay between motivation and emotion in exam-oriented EFL settings and underscore the importance of fostering future-oriented writing identities alongside positive emotional experiences to enhance L2 writing performance.
Pan et al. (Fri,) studied this question.