This study explores the association among listening self-efficacy (LS), ambiguity tolerance (AT), listening anxiety (LA), and willingness to communicate (WTC) among Iranian EFL learners. Drawing upon previous research, which highlights the significance of these traits in language learning outcomes, this study investigated their associations in an Iranian EFL context. A sample of 100 Iranian EFL learners participated in the study, completing established scales including Kim's (2005) Foreign Language Listening Anxiety Scale, Kassem's (2015) Listening Self-Efficacy Scale, MacIntyre et al.'s (2001) Willingness to Communicate Scale, and Ely's (1995) Second Language Ambiguity Tolerance Questionnaire. Employing a cross-sectional research design, the authors examined how LS and AT relate to LA and WTC, and their predictive power in language learning outcomes. The Pearson correlation results revealed significant correlations between LS and WTC, and AT and LA, highlighting the importance of these personality traits in language learning contexts. Regression analysis indicated that LS, AT, and WTC significantly predicted LA, with LS emerging as the strongest predictor. Additionally, LS and LA significantly predicted WTC, with LS being the primary predictor. These results carry practical implications for educators, learners, and practitioners in the EFL classroom. Teachers can implement strategies to foster LS and AT, reduce LA, and promote WTC among learners, thereby enhancing language learning experiences. Learners can actively work on developing self-awareness and adopting positive attitudes toward language learning. The findings highlight the importance of considering personality traits in language teaching and learning and provide practical insights for enhancing language learning experiences in EFL contexts.