Informed by Segalowitz's (Cognitive bases of second language fluency, Routledge, 2010) L2 speech production model and MacIntyre et al.'s (Mod Lang J 82(4):545-562, 1998. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x ) L2 willingness to communicate model, this study sought to understand the influence of cognitive, affective and sociocultural individual differences on advanced learners' L2 Chinese speech performance. A total of 240 advanced L2 Chinese learners in China participated in the study. The participants' perceptions of the impact of cognitive, affective, and sociocultural factors on their L2 Chinese speech performance were measured by an adapted questionnaire. A speaking test, following the Hanyu Shuiping Kouyu Kaoshi (HSKK, an international standardized L2 Chinese speaking proficiency test for non-native speakers), was employed to evaluate the participants' L2 Chinese speech performance. The results of multiple indicators multiple causes (MIMIC) analysis show that (1) cognitive factors such as cognitive fluency, expression practice strategy, and assistance strategy, (2) affective factors such as speaking self-efficacy, speaking anxiety, and speaking motivation, and (3) sociocultural factors such as attitudes toward target language class and attitudes toward target language culture jointly influence advanced L2 Chinese learners' speech performance. Results and implications of the present study are discussed for enhancing learners' L2 Chinese speech performance.