Acknowledging the crucial role of teacher attention and performance in students’ learning success, this study investigated the interrelationships of teacher stroke, foreign language classroom anxiety (FLCA), L2 willingness to communicate (WTC), and English language achievement (ELA) among Iranian EFL learners. A total of 281 EFL learners (100 male & 181 female) completed the learner stroke quotient (LSQ), the FLCA, and the L2 WTC scales. The results of the correlational analysis revealed a significant association between EFL teachers' stroking behavior and Iranian EFL learners’ L2 WTC and ELA. Additionally, FLCA demonstrated a negative correlation with the positive verbal conditional subconstruct of LSQ. Structural equation modeling (SEM) further indicated that teacher stroke directly predicts EFL learners’ L2 WTC without the mediation of FLCA. The findings also suggested that FLCA-mediated positive and negative LSQ can predict EFL learners’ ELA, while positive LSQ is a direct predictor of learners’ ELA. These results underscore the importance of teacher-student interactions in language education and offer insights for educators to enhance language teaching and learning outcomes.