Given the key role communication plays in L2 learning, studies addressing students’ (un)willingness to communicate (WTC) and factors contributing to it are of pedagogical and theoretical relevance. Although studies on Iranian students’ WTC and its relationship with different variables are available, no research has been conducted on how Kuhl’s (1994) Action Control (AC) theory—proposed to carry explanatory potential regarding WTC—relates to it or its pertinent variables. The current study aims at investigating the predictive power of three variables (preoccupation, hesitation, and volatility) underpinning Kuhl’s AC theory and two high-evidence key factors (perceived competence and communication apprehension) vis-à-vis Iranian English students’ WTC in class. To collect data, Willingness to Communicate in L2 Questionnaire, Perceived Competence Questionnaire, Communication Apprehension Scale, Preoccupation, Hesitation, and Volatility Scales were given to four hundred and fourteen English students. Structural Equation Modeling was utilized to analyze the data and test the hypothesized model. Findings indicated that volatility, an AC variable, coupled with perceived competence and communication apprehension are significant predictors of students’ WTC. Results also suggested that hesitation and preoccupation predict WTC indirectly. Findings are used to maintain that Kuhl’s AC theory can help with explaining WTC with reference to a new argument, i.e. state and action orientation. The paper ends with pedagogical suggestions.
