Given that willingness to communicate -WTC- as an important individual difference -ID- variable playsa pivotal role in the second language acquisition -SLA- domain and the fact that an array of factorsmay affect it in English as a foreign language -EFL- classrooms, this study examines the relationshipbetween the sensory emotioncy types and L2 WTC. To this end, 236 EFL learners ranging from interme-diate to advanced proficiency levels were asked to take the willingness to communicate and the sensoryemotioncy type scales. Afterwards, confirmatory factor analysis -CFA- and structural equation modeling-SEM- were utilized to analyze the data. The results demonstrate that all three types of sensory emotioncynamely, emotional, cognitive, and sociocultural have significantly positive correlations with the L2WTCsubscales, including willingness to speak -WTS-, willingness to read -WTR-, willingness to write -WTW-,and willingness to listen -WTL-. The findings also reveal that the cognitive type is a significantly positivepredictor of WTR and WTL. In the end, the results are discussed, and some suggestions and implicationsare presented to the benefits of rejuvenating SLA education.

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