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In this study I investigated the relationship between personality traits and willingness to communicate (WTC) in a second language (L2 WTC). Participants were 168 university students majoring in English as a foreign language at a major state university in Ankara, Turkey. Data were collected using the International Personality Item Pool and the Willingness to Communicate Scale. I found that 20% of participants had high L2 WTC, 66% moderate L2 WTC, and 14% low L2 WTC. The Big Five factors of extraversion, agreeableness, and openness to experience were significant in predicting and setting the psychological context for WTC in English. There was also a positive correlation between participants' academic achievement and L2 WTC. I concluded that the interaction of the Big Five personality traits may greatly contribute to the production and promotion of WTC in learning a second or foreign language.Keywords: Big Five personality traits, extraversion, conscientiousness, agreeableness, neuroticism, openness to experience, willingness to communicate in a second language, English as a second language learners, foreign language learners, individual differences.The importance of individual differences in the field of second language acquisition has been established in a significant body of research (Dörnyei, 2005(Dörnyei, , 2006. Individual differences significantly influence human thinking and behavior and researchers have, thus, confirmed the relationship between the variation in language learning outcomes and various learner characteristics (Dörnyei, 2005(Dörnyei, , 2006.

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Over the past decades there has been a dramatic increase in academic research on motivation to learn a second or foreign language (L2). The present study tried to investigate the relationship between the ideal L2 self as a motivational variable and willingness to communicate in English (L2 WTC) inside the classroom. Participants were 56 university students majoring in English as a foreign language (EFL) at a private university in Ankara, Turkey. Data were collected using the Ideal L2 Self Scale and Willingness to Communicate inside the Classroom Scale. Findings of descriptive statistics indicated that 32.1% of the participants had high, 30.4% had moderate, and 37.5% had low L2 WTC inside the classroom scores. Findings also revealed a significant relationship between these two constructs noticing the relations at a skills specific level. The implications are discussed to present ideas to language teachers, teacher trainers, and curriculum designers to raise their awareness on the impact of ideal L2 self on willingness to communicate.