Using willingness to communicate (WTC) and socio-educational models as a framework, the present study aimed at examining WTC in English and its underlying variables in a sample of 372 Iranian non-English major EFL learners. The data were collected through self-reported questionnaires. Path analysis framework using the Amos Program with maximum likelihood estimation was also utilized to examine the hypothesized model and the potential relationships between the variables. The final model showed a very good fit to the data. The results of structural equation modeling revealed that self-perceived communication competence (SPCC), international posture and motivation were significant predictors of L2WTC. The findings also showed that L2 communication anxiety (CA), motivation, personality trait of agreeableness and teacher immediacy could exert indirect effects on L2WTC. Furthermore, each of teacher immediacy and agreeableness variables predicted both international posture and CA among the EFL learners. Following these findings, potential factors affecting learners WTC should receive sufficient attention by teachers, administrators and learners alike. By adopting more immediacy behaviors, EFL teachers can also establish relaxing and supportive classroom climate and lower the learnersâ affective filter. In such an atmosphere learners are more emotionally secured, suffer less communication apprehension, perceive themselves to be more proficient and motivated, obtain promoted international posture by forming realistic attitudes toward different cultures, and consequently become more willing to communicate in English.