This article reviews the existing literature on the concept and working models of willingness to communicate for the purpose of drawing out factors that influence WTC and the implications on the existing pedagogical strategies. In particular, it focuses on the implications of the Willingness to Communicate model by McIntyre and colleagues on the necessary elements of an effective English-speaking enhancement strategies for Saudi EFL students. The review examines the concepts of willingness to communicate, effective second or foreign language spoken communication, and existing pedagogies that are implemented and may be implemented in the Saudi educational system setting. It also explores the challenges that hinder or may hinder the effective implementation of Willingness to Communicate interventions using the WTC model. The study article concludes that although current applications of nontraditional pedagogies in Saudi Arabia produced lackluster results, existing studies in other countries and positive perception among Saudi teachers and students on the importance and impact of WTC interventions provide a positive outlook for the development of effective English communication methodologies for EFL students in Saudi Arabia.