Perceived autonomy supportive and culturally responsive environments contribute to international students’ participation and willingness to communicate

International students bring great cultural and economic value to universities in the United States, but they face unique challenges, the primary academic challenge concerns communication and participation in the classroom. Cultivating classroom environments that support international students’ success requires the consideration of cultural, psychological, and motivational factors. Following an integrated framework of Self-Determination Theory (SDT: Ryan & Deci, 2018 ) and Culturally Relevant/Responsive Pedagogy, Teaching and Education (CRPTE: Aronson & Laughter, 2016 ; Gay, 2018 ; Ladson-Billings, 1995 , 2014 ), we examined if international students’ perceptions of autonomy supportive and culturally responsive environments predicted their general and intercultural willingness to communicate and oral participation through basic psychological needs, self-determined motivation, and communication anxiety in U.S. university classrooms. Data from 397 nonnative English-speaking and 113 native English-speaking international students from one institution were analyzed using structural equation modeling and path analysis. Results supported the significant roles of perceived autonomy supportive and culturally responsive environments in communication and participation outcomes. This study responds to a recent trend for motivation research to integrate cultural perspectives, addresses international students’ needs in the era of active learning, and extends willingness to communicate research beyond the previous scope. We discuss theoretical, methodological, and practical implications for motivation research and teaching and learning in higher education.