Teaching EIL,ideal L2 self,and growth language mindset: Boosting EFL students' willingness to communicate

Abstract

This study examines how teaching English as an international language (TEIL) influences English as a foreign language students’ ideal second language (L2) self, fosters a growth language mindset and enhances their willingness to communicate (L2 WTC). Data from 680 first-year non-English majors at six Chinese universities − primarily monolingual learners (99.26% with no overseas experience) reporting low English proficiency (average 3.21/10) − were analysed using structural equation modelling. Results demonstrated that students who held more favourable views of TEIL were more likely to associate themselves with a confident and capable English-using identity in intercultural settings (ideal L2 self). This strengthened self-image, in turn, was associated with greater belief in the malleability of language learning abilities (growth language mindset) and increased L2 WTC. As the first empirical study linking TEIL to motivation, mindset and communication readiness, this research underscores TEIL's potential to help learners envision themselves as confident global communicators, reframe effort as a pathway to growth, and actively engage in real-world English interactions. These findings advocate integrating TEIL into curricula to bridge pedagogical practices with learners’ evolving identities and needs in multilingual settings.