This study investigated how growth language mindset, foreign language enjoyment, foreign language classroom anxiety, and perceived EFL teacher support jointly shape L2 willingness to communicate among Chinese university students. Grounded in mindset theory and control–value theory, the study proposed that growth language mindset would predict L2 willingness to communicate directly and indirectly through foreign language enjoyment and foreign language classroom anxiety, and that perceived EFL teacher support would moderate the emotion–behavior links. Data were collected via paper-and-pencil questionnaires from 478 undergraduates enrolled in compulsory English courses at public universities in Nanjing, Wuhan, Xi’an, and Hangzhou. Partial least squares structural equation modeling (PLS-SEM) using SmartPLS indicated a well-fitting measurement model with strong reliability, convergent and discriminant validity, and no serious concerns regarding common method bias or multicollinearity. Growth language mindset had a significant positive direct effect on L2 willingness to communicate and substantial indirect effects through higher foreign language enjoyment and lower foreign language classroom anxiety. Foreign language enjoyment positively, and foreign language classroom anxiety negatively, predicted L2 willingness to communicate. The perceived support of EFL teachers directly boosted L2 willingness to communicate and it also boosted the enjoyment-willingness correlation as well as countered the negative effect of anxiety. The covariates in demographics were not significant. The study results highlight the significance of combining developmental ideologies, emotive classroom attitudes, and facilitative teacher experiences to create the desire in students to speak English in college.
Zhang et al. (Mon,) studied this question.