This study aims to explore (1) the effect of Communication Strategies (CS) on EAP Students of the English language and translation’s Willingness to Communicate (WTC) using a quasi-experimental design and (2) learners' perceptions concerning how CS training affects their WTC through interviews. An advantage of the explanatory mixed method, the study performed a pre-/posttest experiment for the quantitative phase and compared the effects of CS training on WTC between an experimental and a control group. Semi-structured interviews permitted a qualitative exploration of learners' views on CS impacts. Sixty pre-intermediate EAP students of English language and translation in the two intact groups of experimental (n=30) and control (n=30) groups were selected based on convenience sampling. The participants' English Levels were determined using the Oxford Quick Placement Test (OQPT). A WTC questionnaire was used for pre-/post testing. Interviews were developed using a protocol covering strategy experiences and perceived WTC influences. Participants performed pretests. An experimental group underwent eight CS training sessions in 4 weeks, while the control group was offered regular classes. Post testing was conducted. Interviews were carried out and analyzed thematically. An independent t-test was conducted to compare the post-WTC scores. Quantitative results using ANCOVA, F(1, 57) = 29.00, p = .002, revealed that using communication strategy training enhances the level of willingness to communicate (WTC) of EAP students. Also. Qualitative results using interviews showed that CS enhanced confidence through navigating a systematic series of challenges, including decreased anxiety and enhanced competence in social, academic, and professional settings.