Willingness to Communicate in English: A Microsystem Model in the IranianEFLClassroom Context

Abstract

This study examined willingness to communicate (WTC) in English among IranianEFLlearners in the classroom context. For this purpose, a second language willingness to communicate (L2WTC) model based onWTCtheory (MacIntyre, Clément, Dörnyei, & Noels, 1998) and empirical studies was proposed and tested using structural equation modeling (SEM). This model examined the interrelationships amongWTCin 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 proposedSEMmodel adequately fitted the data. Results of theSEMindicated that classroom environment was the strongest direct predictor of L2WTC; communication confidence directly affectedWTC; motivation indirectly affectedWTCthrough communication confidence; English language proficiency indirectly affectedWTCthrough communication confidence; and the classroom environment directly affected attitudes, motivation, and communication confidence.