Abstract

This study explores the relationship between the L2 Motivational Self System—namely, the ideal L2 self and the ought-to L2 self—and L2 Willingness to Communicate (L2 WTC) in the classroom (a typical place for English communication among EFL learners) and in the extramural digital setting (an emerging English communication channel increasingly used by young EFL learners). To this end, 417 Chinese EFL middle school students (ages 12 to 14) participated in the study. After controlling for demographic factors hierarchical multiple regression results showed that the ideal L2 self significantly predicted L2 WTC both in the classroom and in an extramural digital setting. Interview data (n = 4) also elaborated that students attempted to lessen the discrepancy between their current L2 self (e.g., EFL learners) and ideal L2 self-images (e.g., discussing the professional National Basketball Association in an American radio program) by becoming more willing to communicate in both communication environments. In addition to new research directions, these results offer pedagogical implications that the ideal L2 self can facilitate L2 communication orientation in in-class and out-of-class digital environments, both of which are typically venues for L2 communication among today’s young EFL learners.