The main focus of this part of the book is to present and discuss the findings of a study which represented what has been described as the macro perspective on willingness to communicate (WTC) in a second language (L2) and had two main aims. First, it was intended to design and validate a tool that would be well-suited to the study of WTC in a foreign language context, such as the Polish one, as well as illuminating the structure of the construct and tapping into the relationships between this construct and its antecedents. Second, it was conducted with the purpose of shedding light on different facets of WTC manifested by advanced Polish learners of English in situations inside and outside the classroom, and offering insights into the factors shaping the participants’ readiness to interact. In doing so, the study sought to build on and contribute to the existing body of empirical evidence yielded by quantitative, largescale research projects which have been to a large extent inspired by the model put forward by MacIntyre et al. (1998) and have aimed at exploring the interdependencies between L2 WTC and a wide array of individual and contextual factors (e.g. Clément et al., 2003; Denies et al., 2015; Ghonsooly et al., 2012; MacIntyre & Charos, 1996; MacIntyre et al., 2002; Peng & Woodrow, 2010; Ryan, 2009; Yashima, 2002, 2009). As illustrated in the overview included in Chapter 2, although research of this kind has generated invaluable insights into the intricate relationships between the variables in question, as will be elaborated upon below, the generalisability of such insights is in most cases constrained by the particular contexts, populations as well as types of communicative behaviours under investigation. For this reason, there is a pressing need for further research, such that would be context sensitive and draw upon specifically devised data collection instruments, taking account of the realities of a given instructional setting, a goal that the empirical investigation reported below set out to accomplish.