This research investigated the relationship between teachers’ interpersonal variables and EFL students’ willingness to communicate and their mental health. The statistical population of the research was 301 students in different grades and universities. In order to collect the required data, the researchers used standard mental health, willingness to communicate, and teachers’ interaction questionnaires. The collected data were analyzed by SEM statistical analyses to investigate the relationship between the variables. The findings showed that there was a positive and significant relationship between teachers’ interpersonal variables and EFL students’ willingness to communicate and mental health. Interpersonal variables of teachers predict 73% of changes in students’ willingness to communicate and 63% of changes in students’ mental health. The findings of the study emphasized that EFL teachers’ immediacy behaviors empower students, leading to sustained attention and increased interpersonal interaction. This positively influences students’ mental health and willingness to communicate. In addition, language learners’ willingness to communicate is influenced by communication apprehension, self-perceived competence, and emotional intelligence. These factors play a role in shaping the dynamics between teachers and students, impacting mental health and communication willingness. These findings have significant pedagogical implications in an EFL setting. EFL teachers utilize interpersonal projection as a discourse strategy to enhance students’ willingness to communicate. This perspective aligns with a systemic-functional approach, emphasizing the impact of teacher communication on student engagement. The relationship between EFL learners’ emotional intelligence and their willingness to communicate is significant. Teachers should focus on emotional intelligence correlated with communication dynamics, influencing students’ openness to engage in language learning activities. © 2025, Universidad de Granada. All rights reserved.
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