Key points are not available for this paper at this time.
This study aims to test a mediation model to understand how the second language motivational self-system (L2MSS) affects second language (L2) proficiency and intercultural communication competence (ICC) through the mediating effects of foreign language enjoyment, anxiety, and boredom among English as a foreign language (EFL) learners in China. A total of 2,713 Chinese EFL learners, comprising 1,376 English majors and 1,337 non-English majors, voluntarily participated in the present study. Structural equation modeling (SEM) analysis was conducted to analyse the collected data. Additionally, a multigroup SEM approach was applied to compare potential differences between the two major types in the hypothesized relationships. The results revealed that the impacts of the ideal self and learning experience positively and directly predicted L2 proficiency and ICC, whereas the ought-to self had a direct and negative influence. Foreign language enjoyment, anxiety, and boredom mediated the relationships between L2MSS, L2 proficiency, and ICC. Also, L2 proficiency positively affected ICC. Moreover, the multigroup SEM analysis revealed that these two groups did not differ significantly in the hypothesized pathways, suggesting that these relationships were not moderated by students’ majors. These research findings may present significant implications for EFL learners and teachers.
Tang et al. (Tue,) studied this question.