An expanding body of research has shed light on the predictive effect of non-cognitive factors on language learners’ willingness to communicate (WTC). However, little is known about how motivation, personality strength, and a constellation of emotions predict WTC in the underlying mechanism of second language/L2 Chinese learning, particularly in the field of positive psychology. Therefore, the current study aims to fill the gap by investigating their roles in a moderated mediation model through the responses from 251 L2 Chinese students in New Zealand using the robust statistical software PROCESS macro. The findings indicated that L2 enjoyment mediated the association between L2 motivational intensity and L2 WTC. Additionally, both shyness and L2 boredom moderated the slope between L2 enjoyment and L2 WTC. Further, these two variables also concurrently moderated the direct association between L2 motivational intensity and L2 WTC. This study theoretically extends previous psychological measurements and the conceptual frameworks of L2 WTC from English language learning to L2 Chinese learning. Notable pedagogical implications are provided for L2 Chinese educators to stimulate the communication readiness of L2 Chinese students.
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