Abstract

The present study aimed to propose a model of willingness to communicate in English (WTC) in English as a foreign language (EFL) classroom context in Iran considering four trait-like variables: confidence, motivation, anxiety, and grit. An online questionnaire measuring the five variables was sent to eight classes of non-English majored university students in two public and two private universities in Iran. 488 questionnaires were returned and analyzed using the structural equation modeling (SEM) using Amos. The key findings were as follows. First, the finalized model showed motivation, confidence, and anxiety to be the predicting variables of WTC in Iranian EFL classroom context whereas grit served as a mediator. Second, among the four variables, motivation was the best predicting variable, having both direct and indirect effects on WTC. Based on the key findings, to promote Iranian university students’ English communication behaviors, English teachers are recommended to design their lessons to enhance students’ motivation in learning English, to build their confidence in using English while keeping their anxiety optimal, and to promote grit. The new path that shows grit as a mediating variable in this model should be further explored. Qualitative data should be considered for future research to gain insights into the path from motivation to WTC.

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