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In an increasingly interconnected world, the ability to communicate effectively across cultural and linguistic boundaries has become a critical skill for language learners. This necessity is particularly pronounced in English as a Foreign Language (EFL) context, where learners often face challenges in developing both linguistic proficiency and the confidence to engage in real-life communication (Sercu, 2005). Among the various factors influencing second language (L2) communication, Intercultural Communicative Competence (ICC) and Willingness to Communicate (WTC) have emerged as crucial constructs in second language acquisition (SLA) research (Byram, 1989, 1997; Deardorff, 2006; MacIntyre, 2020). Intercultural Communicative Competence (ICC) and Willingness to Communicate (WTC) are critical constructs in second language (L2) learning, particularly in EFL contexts where real-life communication opportunities are limited. ICC, as defined by Byram (1989, 1997), encompasses knowledge, skills, and attitudes that enable individuals to communicate effectively across cultural boundaries. WTC, on the other hand, refers to a learner’s readiness to engage in communication in an L2, influenced by linguistic, psychological, and social factors (Dewaele & Dewaele, 2018). ICC enables learners to navigate cross-cultural interactions effectively, while WTC determines their likelihood of engaging in communicative exchanges (MacIntyre & Legatto, 2011; McCroskey & Baer, 1985; Dewaele & Dewaele, 2018). However, the relationship between these two variables remains underexplored, particularly within EFL contexts where intercultural exposure may be limited. Moreover, affective variables such as Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) play a mediating role in shaping learners’ willingness to communicate (Horwitz et al., 1986; Dewaele, 2019; Botes et al., 2021). FLCA has long been recognized as a barrier to communication, discouraging learners from engaging