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Abstract The past decades have witnessed a significant increase in the number of global Chinese as a second language (L2) learners. Accompanying the surge is the growing body of research on their motivational factors. This mixed‐methods study was primarily informed by Dörnyei's L2 motivational self system (L2MSS), aiming to scrutinize Chinese as a second language (CSL) learners’ motivational factors from the perspectives of selves and contexts. Leveraging the concepts of the ideal L2 self and ought‐to L2 self from L2MSS, the anti‐ought‐to‐L2 self was incorporated into the framework. The L2 learning experience was reframed into three contextual dimensions, including attitudes toward the L2 community, cultural interest and pedagogical influence. Data were collected from 231 international students from a Chinese comprehensive university. Factor analyses confirmed seven motivational factors. Findings revealed that the ideal L2 self, ought‐to L2 self, pedagogical influence and cultural interest were effective in predicting individuals’ intended learning effort. Significant differences were identified in the motivational selves based on demographic variables of employment status, gender and student type. The novelty of this study lies in its focus on the motivations of languages other than English learners and the refinement of the L2MSS framework. It also offers CSL instructors pedagogical implications for developing targeted teaching strategies and promoting motivations among students from distinct educational and socio‐economic backgrounds.
Li et al. (Tue,) studied this question.