English language learning among ethnic minority students in China presents unique challenges, particularly in remote regions where educational resources are limited. This study explores the impact of the Ideal L2 Self (IS), the Ought-to L2 Self (OS), Foreign Language Enjoyment (FLE), and Foreign Language Classroom Anxiety (FLCA) on English language achievement among Yi high school students in Liangshan, Southwest China. A total of 484 Yi students were recruited as the participants, with data collected through questionnaires and their final English exam scores. Structural Equation Modelling (SEM) was used to analyze the relationships between the variables. The results showed that: (1) Yi students’ IS, OS, and FLE were low as compared with previous studies, indicating relatively low levels of motivation and enjoyment in language learning, while their FLCA was significantly higher; (2) FLE had a significant mediating effect between motivational selves and English as a Foreign Language (EFL) achievement; (3) FLCA, however, did not have a significant direct effect on EFL achievement, suggesting that anxiety did not inhibit learning in this context; (4) OS had a stronger total effect on EFL achievement than the IS. These findings highlight the importance of external motivations and positive emotional experiences in fostering EFL achievement. The study contributes to the understanding of EFL motivation and emotion in ethnic minority contexts and provides practical insights for improving English education in minority regions.
Li et al. (Tue,) studied this question.