Abstract L2 learners’ intercultural communicative competence (ICC) and their proficiency at interacting with people of different cultures play significant roles in foreign or second language (L2) education and research (Atay, Kurt, Çamlibel, Ersin, & Kaslioglu, 2009; Byram & Feng, 2005). Also, the role of cognitive, psychological and personality factors in the process of L2 learning and the study of such variables can make an important research-orientation in pedagogy (Baeten, Kyndt, Struyven, & Dochy, 2010). The present study investigates the relationship among Iranian EFL learners’ ideal L2 self-concept, intercultural sensitivity, cultural intelligence, intercultural communicative competence and willingness to communicate through a path analysis research design. The participants were 463 English Literature, English Translation Studies, Teaching English as a Foreign Language, and Linguistics students from several universities of Iran. Ideal L2 Self-Concept Scale, Intercultural Sensitivity Scale, Cultural Intelligence Questionnaire, Intercultural Communicative Competence Questionnaire and Willingness to communicate Questionnaire were administered to the participants. The results of Pearson correlation indicated that there were significant relationship among ideal L2 self-concept, intercultural sensitivity, cultural intelligence and ICC and positive correlation among aforementioned variables and willingness to communicate. Also, the hypothesized model of interrelationship among such variables was tested using AMOS statistical package and the results partly supported the proposed model depicting the correlation pattern among cognitive, psychological factors, intercultural communicative competence and willingness to communicate.
