This study applies a positive psychology framework to examine the relationships between classroom emotions, motivation, and Saudi EFL learners' willingness to communicate (WTC) in English. With 328 participants from various Saudi universities, the research employed a Partial Least Squares Structural Equation Modeling (PLS-SEM) approach to analyze data collected through questionnaires. The findings reveal that all classroom emotions, except boredom, significantly influence WTC. Motivation emerges as the strongest predictor, directly enhancing learners' communication willingness, while anxiety is the strongest negative predictor, affecting both motivation and positive emotions like enjoyment and grit.
The model also highlights indirect effects where positive emotions mediate the relationship between motivation and WTC, demonstrating that emotions like enjoyment foster communication readiness through enhanced motivation. Grit supports motivation, which in turn positively affects WTC. This research suggests that managing both positive and negative emotions within classrooms can boost WTC, providing insights into the emotional aspects of language learning that support a more holistic view of second language acquisition. The study advocates for emotion-regulation strategies in EFL teaching to enhance student engagement and communication skills.