Abstract
This study explored the relationships between attitudes, motivation, oral speaking strategies and willingness to communicate (WTC) according to the levels of WTC using structural equation modeling. A total of 234 Korean EFL university students participated in the study. Results showed that for high-WTC learners, attitudes and speaking strategies directly affected WTC, whereas motivation indirectly affected WTC through speaking strategies. On the other hand, for mid-WTC learners, speaking strategies and motivation directly affected WTC but attitude indirectly affected WTC. For low-WTC learners, motivation directly affected WTC and attitudes indirectly affected WTC. According to the results, pedagogical implications were suggested.
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