How does cultural background moderate the relationship between enjoyment and willingness to communicate in second language (L2) Chinese learning? This study addresses this question through an empirical investigation involving 457 international L2 Chinese learners in Shandong Province, China. The participants completed a paper-based questionnaire. Structural equation modeling (SEM) and moderation analysis were subsequently performed with the statistical software packages SPSS 26.0 and AMOS 26.0. The findings revealed significant positive predictive relationships between enjoyment and WTC both inside and outside the classroom and between willingness to communicate (WTC) inside and outside the classroom. Moreover, cultural background (Asian vs. non-Asian) significantly moderated the "enjoyment--WTC" relationship outside the classroom and the pathways linking enjoyment, WTC inside, and WTC outside. The findings from this study reinforce the essential role of cultural background in L2 learning environments, offering practical recommendations for refining Chinese pedagogy and strengthening intercultural engagement in second language education.