Predicting EFL Learners' L2 Willingness to Communicate through their Intercultural Sensitivity

Despite extensive research on WTC and IS individually, few studies have investigated how IS predicts WTC among Iranian EFL learners, where limited exposure to English-speaking cultures and traditional pedagogical approaches may shape unique communicative dynamics. The primary objectives of this thesis were threefold: first, to assess the level of IS among Iranian EFL learners; second, to measure their L2 WTC; and third, to investigate whether IS significantly predicts WTC. By exploring these objectives, the study aimed to provide insights into how cultural openness influences communicative readiness in an EFL setting characterized by limited authentic L2 interaction. The research adopted a quantitative, correlational-predictive design, conducted among intermediate and advanced Iranian EFL learners at private language institutes in Shahreza and Isfahan. 93 participants were selected through purposive sampling. Data were collected using two validated instruments: the Intercultural Sensitivity Scale (ISS) and the L2 WTC Questionnaire. All analyses were conducted using SPSS, with significance set at p .05. The results revealed Iranian EFL learners exhibited a moderate-to-high level of IS. Similarly, learners displayed a significant degree of WTC. Most notably, regression analysis confirmed that IS significantly predicts WTC. The study’s implications are both theoretical and practical. Theoretically, it validates and extends models like Bennett’s (1986, 1993) Developmental Model of Intercultural Sensitivity and Schumann’s (1978) acculturation theory, suggesting that IS facilitates WTC by enhancing learners’ relatedness to the target culture and reducing intercultural anxiety. Practically, the findings advocate for integrating intercultural competence into EFL curricula through activities like role-playing, virtual exchanges, and exposure to authentic cultural materials to boost interaction confidence and WTC. Policymakers should prioritize teacher training and resource allocation to support intercultural learning, particularly in contexts like Iran with limited L2 exposure. Language institutes can adopt data-driven approaches using ISS and WTC assessments to tailor instruction. These strategies can enhance learners’ ability to navigate cultural diversity and communicate effectively in globalized settings.