Teacher communication and learner willingness to communicate in English as a foreign language: a structural equation modeling approach

Purpose This study aims to propose and test a model that examines the potential connections between two teacher situational variables (teacher immediacy credibility) three learner affective factors (motivation, attitudes communication confidence) examine how such associations predict learners’ L2WTC (Foreign/second language willingness communicate) in class via comprehensive structurally verify theoretically based among these variables. Design/methodology/approach In total, 214 females 198 males took part with age range 19 38 years. Participants filled verified, translated Arabic version of questionnaires using an online questionnaire. Data were gathered analyzed descriptive statistics, confirmatory factor analysis, path analysis sequential mediation bootstrapping methods identify direct indirect paths model. Findings The initial L2 structural showed acceptable goodness fit. Teacher credibility behaviors only indirectly predicted through Motivation confidence mediated relationship L2WTC, while association was by confidence. Originality/value findings this have important pedagogical implications globally for professions related instruction, especially regard particularly practitioners beneficiaries EFL contexts where learners are widely acknowledged their unwillingness communicate foreign classes.