Willingness to communicate in a foreign language (L2 WTC) has always been one of the most prominent learning objectives in language classes. L2 WTC is not a constant component, determined by one specific variable; rather, it has a dynamic nature, which can be changed at any moment in classroom interactions according to momentary changes and reactions between its various personal/emotional, environmental/ situational, and cultural elements. Taking into account De Bot’s Complex Dynamic Systems Theory, the present research investigates the role of important factors mentioned by students in their willingness to communicate in online elementary Persian Language courses at Korea University, in which students from different nationalities participate. More precisely, the present study examines the role of students’ linguistic profile and education culture on their L2 WTC. For this purpose, a questionnaire was distributed among 23 students from five nationalities, followed by semi-structured interviews with all participants. Results indicate that in general, students' linguistic profiles and personal/emotional characteristics did not play an important role in their L2 WTC; however, significant differences were observed in environmental/situational components among East Asian students and students from other nationalities, especially in the type of interaction (written/spoken) and the interlocutor (teacher/classmates). In addition, East Asian students were not willing to communicate in challenging classroom interaction situations (due to lack of the necessary linguistic skills or challenging/controversial topics), while students from other nationalities embraced these situations and considered them an opportunity for developing their linguistic or communicative competencies.