Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context

This study examined willingness to communicate ( WTC ) in English among Iranian EFL learners in the classroom context. For this purpose, a second language willingness to communicate (L2 WTC ) model based on WTC theory (MacIntyre, Clément, Dörnyei, & Noels, 1998) and empirical studies was proposed and tested using structural equation modeling ( SEM ). This model examined the interrelationships among WTC in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total of 243 English‐major university students in Iran completed a questionnaire. The proposed SEM model adequately fitted the data. Results of the SEM indicated that classroom environment was the strongest direct predictor of L2 WTC ; communication confidence directly affected WTC ; motivation indirectly affected WTC through communication confidence; English language proficiency indirectly affected WTC through communication confidence; and the classroom environment directly affected attitudes, motivation, and communication confidence.