مشخصات پژوهش

The ability to communicate effectively in a second language (L2) is a critical aspect of language acquisition, particularly in contexts where intercultural interactions are frequent. Willingness to Communicate (WTC) in a second language is a multifaceted construct that has been extensively studied in applied linguistics and psychology (MacIntyre et al., 1998). WTC is influenced by various individual and situational factors, including personality traits, language competence, affective factors, and intercultural sensitivity (Barrios & Napiórkowska, 2024; Cao & Wei, 2019). Among these, intercultural sensitivity, which refers to an individual's ability to recognize, understand, and respect cultural differences (Bennett, 1993), plays a significant role in shaping learners' communication behaviors. This study focuses on the intersection of intercultural sensitivity, second language competence, and WTC among Iraqi EFL learners. Previous research has shown that intercultural competence and sensitivity are closely linked to global perspectives and willingness to engage in communication in multicultural settings (Byram, 2008; Byram et al., 2002; Fang et al., 2020). The present research draws on key theoretical frameworks related to WTC, intercultural sensitivity, and second language competence. MacIntyre et al.'s (1998) heuristic model of WTC in an L2 emphasizes the interplay of linguistic, psychological, and contextual factors in influencing learners’ communication behavior. Furthermore, Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS) provides a valuable perspective on how individuals develop intercultural competence over time, moving from ethnocentric to ethnorelative stages. Intercultural sensitivity, as conceptualized by Chen and Starosta (2000), involves affective, cognitive, and behavioral components that impact how learners perceive and engage in communication across cultures. Studies by Yashima (2002) and Xiao and Qiu (2022) suggest that indiv