The present study utilised a sequential explanatory mixed methods design to explore the impact of rehearsal and strategic task planning on Iranian EFL students' L2 Willingness to Communicate (WTC) in English. Rehearsal and strategic task planning were introduced to groups of intermediate English students to examine their efficiency for enhancing L2 WTC. The results of the quantitative phase were complemented by interview data to further clarify the obtained results. The obtained results showed that strategic task planning did not exert an influence on L2 WTC, while rehearsal task planning was found to significantly improve L2 WTC. Qualitative data analyses indicated that rehearsal task planning improved WTC in L2 by enhancing linguistic self-confidence. Finally, the implications of this research study for research and practice in the field were presented.