The crucial roles of both possible L2 selves (ideal and ought-to L2 self) and self-esteem (self-liking and self-competence) in language education have been well documented in existing research. However, few studies link L2 selves and self-esteem and explore the specific pathways through which they affect writing achievement. This study explores how L2 selves influence writing performance through the mediating role of self-esteem, using a sample of 171 senior secondary students enrolled in a Chinese-as-a-second-language (CSL) writing course in Hong Kong. Participants completed adapted questionnaires to measure their possible L2 selves and self-esteem levels, alongside three writing tasks to assess their writing performance. Path analysis yielded several significant and novel findings. First, the ideal L2 self exhibited a positive direct effect on both self-competence and writing performance, underscoring the empowering influence of personal aspirations in language learning. In contrast, the ought-to L2 self was significantly associated only with self-liking. Notably, self-liking demonstrated a negative correlation with writing performance. Mediation analysis further revealed that the ought-to L2 self impacted writing performance indirectly through self-liking. This pathway suggests how motivations rooted in external pressure may foster fragile, contingent self-esteem that ultimately undermines academic achievement. Pedagogical implications highlight the importance of fostering students' ideal L2 self while addressing the potentially negative mediating role of self-liking. By nurturing authentic motivation and balanced self-esteem, educators can more effectively support students’ language development and academic success.
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