The motivational and emotional dimensions of language learning significantly influence students’ learning outcomes. Thus, this study adopted quantitative questionnaires and English test as research instruments to decipher the interplay between L2 Motivational Self System (L2MSS), self-efficacy and English proficiency among a cohort of 225 eighth-graders in China. The results yielded several significant insights. Firstly, students displayed a markedly high overall level of L2MSS, with the peak in ought-to L2 self and the nadir in ideal L2 self. Additionally, students showed a robust level of self-efficacy, with the highest in confidence in achieving tasks and the lowest in competence to complete tasks. Furthermore, the study established a significantly positive correlation among L2MSS, self-efficacy, and English proficiency. The research also revealed a substantial mediating role of L2MSS between self-efficacy and English proficiency. These findings provide valuable pedagogical insights for language educators.

Xuanji He. Unraveling the Nexus between Learning Motivation, Self-Efficacy and Language Proficiency among Junior High Schoolers: Evidence from the Chinese English-as-a-Foreign-Language Context. Frontiers in Educational Research (2024) Vol. 7, Issue 12: 91-97. https://doi.org/10.25236/FER.2024.071214.

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