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Abstract The present study, through a questionnaire survey among 365 non-English freshmen, probed into the relations among Chinese college students’ perceptions of L2 classroom goal structures, L2 motivational self system and motivated behavior to learn English. Using AMOS Version 17.0, the study ran structured equation modeling to analyze the proposed model. Based on several goodness-of-fit criteria, the study results confirmed the validity of the anticipated construct. It was found that mastery-oriented classroom goal structure could positively predict the construction of three dimensions of L2 motivational self system (ideal L2 self, ought-to L2 self, L2 learning experience), while performance-oriented classroom goal structure only had the positive effect on the construction of ought-to L2 self, but had the negative effects on the construction of both ideal L2 self and L2 learning experience; ideal L2 self and L2 learning experience could stimulate the students for greater efforts to learn English than ought-to L2 self could; the impact from mastery-oriented classroom goal structure on motivated behavior is stronger than that of performance-oriented classroom goal structure, with L2 motivational self system playing a significant mediating role. The results have the inspiration significance to the construction of effective classroom environments for college English teaching.
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