The importance of the willingness to communicate(WTC) in English has been emphasized in contemporary English education in Japan. Past research identified key elements of the WTC, but the relationships with individuals' future vision, which have been the focus of recent research on second language motivation, have not been explored in detail. Our study uses Markus and associates' theory of possible selves as a framework to capture the future-oriented self-cognition, and aims to investigate the internal structure of the Japanese youth's WTC in English. The initial model was composed of WTC inside and outside of EFL classroom, English anxiety, motivation to learn English, attitudes toward international environment, and three elements of the possible selves combined with perceived English communication competence. Using questionnaire data collected from 216 high school and 199 university students, we conducted statistical path analyses to test the model. In finalizing the model, our study confirmed not only the influences of the newly-explored dimensions on the WTC but distinctive features in each student group. Implications of the developmental process of the WTC are discussed as well as pedagogical suggestions for how to cultivate motivational capacity of activating positive possible selves as an English speaker/user.