Interrelationships between Willingness To Communicate, Self-Concept, Ideal L2 Self, and Teacher Credibility Among Persian Language Learners in Iran

Important role of willingness to communicate (WTC) in learning a second language has made scholars to look for the variables that can enhance WTC among language learners. This study was an effort to examine the interrelationships between WTC, self-concept, ideal L2 self, and teacher credibility among Persian learners experimentally. That is, the effects of two personal variables (self-concept, ideal L2 self,) and a social variable (teacher credibility) on WTC were measured. To this end, 136 Persian learners participated in the study. They were asked to complete WTC (Khatib & Nourzadeh, 2014), ideal L2 self (Papi, 2010), self-concept (Erten, 2015), and teacher credibility (McCroskey & Teven, 1999) questionnaires. Descriptive statistics and regression analyses showed that teacher credibility, self-concept, and ideal L2 self could predict the participants' WTC. Finally, some measures were suggested for the improvement of WTC.