Abstract
This study investigated relationships between English as a foreign language (EFL) students' L2 motivational self-system (L2MSS), L2 willingness to communicate (L2WTC) inside and outside the classroom, and their self-assessed English proficiency at an Ethiopian preparatory high school. Data was collected using validated instruments from 609 12th-grade preparatory school students in Ethiopia. Using structural equation modelling (SEM), a hypothesised model was generated and tested. The components of the L2MSS were considered as independent variables, while L2WTC within and outside of the classroom and self-assessed English proficiency were treated as dependent variables. Self-assessed English proficiency was also used as an independent variable to test if it predicted scores on the two L2WTC subscales. The results revealed that, although the mean on the ought to L2 self scale was above average, the means of ideal L2 self and L2 learning experiences were below average. Students reported low levels of L2WTC and self-perceived proficiency in English. The components of the L2MSS in the model demonstrated a statistically significant positive association with each other, as well as with L2WTC in and outside the classroom and self-assessed English proficiency. To be more specific, the L2MSS parts had a statistically significant positive effect on the dependent variables. The only one that was not significant was the path from ideal L2 self to L2WTC outside of school. Self-assessed English proficiency showed statistically significant positive predictive effects on L2WTC within and outside the classroom. The results and implications are critically discussed to inform English educators, students, parents, curriculum designers, and researchers about these interrelationships.