The present study aimed to investigate the relationships between WTC in English in classroom context and four trait-like variables: L2 confidence, L2 motivation, L2 anxiety and grit, to propose a WTC model in EFL classroom setting in Iran, and to identify the best predicting variable of WTC in English. The participants were 488 non-English majored university students in two public and two private universities in Iran. The research instrument used in this study was an online questionnaire. The structural equation modeling (SEM) using Amos was conducted to analyze the data. The key findings are as follows. First, positive relationships were found between WTC in English and L2 confidence, L2 motivation, and grit and a negative relationship was found between WTC in English and L2 anxiety. Second, based on the finalized model, L2 confidence, L2 motivation, and L2 anxiety are the predicting variables of WTC in English in Iranian EFL classroom settings whereas grit serves as a mediator through L2 motivation and L2 anxiety. Lastly, L2 motivation was found to be the best predicting variable for WTC in English. In order to enhance the willingness to communicate in English with university students in Iran, English teachers are recommended to design their lessons to help students enhance and maintain L2 motivation, build L2 confidence, reduce L2 anxiety and develop grit.

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.