## Language Learning through L2 Motivation: Unveiling the Complex Dynamics**Introduction**The field of Second Language (L2) learning has witnessed a transformative influence from Positive Psychology (PP), which emphasizes the enhancement of human flourishing and well-being. PP has ignited inquiry into a spectrum of influential factors, including institutional aspects, personal attributes, and emotional states, that collectively drive language proficiency. Among these factors, engagement emerges as a pivotal force in fostering effective L2 learning. Engaged learners exhibit superior academic achievements, particularly relevant for L2 learners who may encounter limited opportunities to utilize the target language in authentic contexts.The L2 Motivational Self System (L2MSS) framework offers a robust foundation for understanding the motivational underpinnings of L2 learners. Core concepts within L2MSS encompass ideal L2 self and ought-to L2 self, which have garnered considerable scholarly attention regarding their interplay with engagement. Enjoyment, recognized as a potent positive emotional state, has further emerged as a significant mediator in this process.Previous studies have consistently established the positive impact of ideal L2 self on enjoyment and engagement, while the role of ought-to L2 self has not consistently produced significant contributions. These studies have primarily focused on school-aged L2 learners, neglecting the unique context of adult L2 learners. As adult learners confront complex social and emotional challenges, along with age-related introspective concerns, it is imperative to revisit the interplay of these L2 motivational constructs within their demographic.**Research Questions**Based on our review of theoretical and empirical literature, we formulated the following hypotheses and aimed to test them among Chinese adult L2 leaners in online contexts:1. Ideal L2 self positively and significantly predicts engagement.2. Ideal L2 self positively and significantly predicts enjoyment.3. Enjoyment positively and significantly predicts engagement.4. Ideal L2 self positively and significantly predicts engagement via enjoyment.5. Ought-to L2 self does not significantly predict engagement.6. Ought-to L2 self does not significantly predict enjoyment.7. Ought-to L2 self does not significantly predict engagement via enjoyment.**Methodology**Our study employed a sequential mixed-methods approach. In the quantitative phase, 388 adult L2 learners enrolled in online adult L2 training programs in China participated. We utilized self-reporting scales to assess L2 self-guides (ideal L2 self, ought-to L2 self), enjoyment, and engagement. In the qualitative phase, we conducted semi-structured interviews with 6 participants to delve deeper into the quantitative findings.**Results**Our quantitative analysis revealed that ideal L2 self did not significantly predict engagement or enjoyment, contradicting our initial hypothesis. Contrary to existing literature, this outcome suggests that for Chinese adults, ideal L2 self does not exert a discernible influence on their active participation or enjoyment in the L2 learning process.However, enjoyment positively and significantly predicted engagement, aligning with our hypothesis and supporting the notion that a more pleasurable learning experience can foster a deeper level of commitment and participation. Our study also found that ought-to L2 self positively and significantly predicted engagement and enjoyment, extending previous findings by demonstrating the role of sense of necessity in enhancing both affective and behavioral learning outcomes.The qualitative analysis corroborated our quantitative findings. Among Chinese adult L2 learners, the aspiration to become a proficient L2 speaker capable of engaging in fluent cross-cultural communication (often constituting the 'ideal L2 self') did not emerge as a principal motivation for language learning. This divergence from the established body of literature may underscore the unique motivational and emotional dynamics of this demographic.**Discussion**Our study significantly contributes to the understanding of L2 motivation, particularly among adult learners. It highlights the prominence of ought-to L2 self over ideal L2 self in predicting enjoyment and engagement within this population. The findings necessitate nuanced consideration of motivational dynamics across different learner populations and learning modalities.**Implications and Future Directions**Our findings hold practical implications for L2 education providers. Course designers and instructors need to consider the unique motivations of adult learners and create environments that align with their ought-to L2 self. This alignment can make learning more personally relevant and motivating. Additionally, strategies aimed at increasing positive affective experiences can optimize the online L2 learning process.Future research should investigate the complexities of motivation in language learning, particularly among diverse learner populations. Longitudinal studies can explore the evolution of L2 мотивация over time, while experimental studies can determine the causal effects of various motivational factors on learning outcomes.**Conclusion**This study unveils the intricate interplay among L2 self-guides, enjoyment, and engagement in the online learning context for Chinese adult L2 learners. While our findings challenge some established assumptions regarding ideal L2 self, they emphasize the significance of ought-to L2 self and enjoyment in this demographic. These insights contribute to the growing body of knowledge on L2 motivation and offer valuable implications for educational practitioners who strive to optimize the learning experiences of adult learners.