The present study explored the probable interrelationships between willingness to communicate in a second language (L2 WTC), ideal L2 self, ought-to L2 self, L2 learning experience, imagery capacity, L2 motivation, L2 anxiety, vocabulary size, and course achievement through path analysis. This quantitative study was carried out with 701 English as a Foreign Language (EFL) learners studying at a state university in Turkey. A composite survey instrument and a vocabulary test were used to collect the data. The hypothesized path model of L2 WTC was found to show good fit to the data. The study marked the first step towards demonstrating the significant effect of imagery capacity on L2 WTC. Both direct and indirect influences of L2 motivation and ideal L2 self on L2 WTC were revealed. Pedagogical implications of the results and possible suggestions for further research were provided.