Instrumental motivation and willingness to communicate in Chinese: The sequential mediating roles of learning perseverance and self-efficacy

Abstract

This study investigates the structural relationships between instrumental motivation (IM), learning Perseverance (LP), Chinese self-efficacy (CSE), and willingness to communicate (WTC) among Chinese-major undergraduates in Vietnam. By addressing the empirical gap in foreign language education regarding how vocational drives align with spontaneous oral interaction, this research offers an interconnected socio-psychological framework. In this paper, it is argued that communicative readiness is governed by a serialized socio-psychological mechanism rather than isolated variables. To rigorously test this framework, the investigation employs a mixed-methods design, integrating Partial Least Squares Structural Equation Modeling (PLS-SEM) (N = 358) with a thematic analysis of semi-structured interviews (n = 30). Findings indicate that the role of career-oriented goals on oral engagement is structured through a sequential alignment of behavioral grit (LP) and cognitive self-belief (CSE)  (IM → LP → CSE → WTC). Statistical evidence demonstrates that while instrumental goals function as a meaningful predictor for self-efficacy, they necessitate sustained behavioral effort to navigate linguistic complexities. The continuous exertion of effort serves as a major mediator that reinforces confidence in linguistic proficiency, which subsequently regulates the intention to speak. Consequently, the validated structural configurations successfully account for a substantial proportion of variance in students' psychological readiness to engage in speech. Qualitative data corroborate these paths, revealing that professional aspirations translate into communicative readiness more effectively when supported by persistent effort. These results highlight the importance of fostering behavioral grit and mitigating evaluative pressures to align vocational aspirations with actualized linguistic engagement in comparable foreign language learning environments.