This study aimed to examine the effectiveness of the Total Physical Response Storytelling (TPRS) method in enhancing listening comprehension and willingness to communicate (WTC) among Iranian intermediate EFL learners. Using a quasi-experimental design, 41 participants from a single class participated in a 14-session intervention. Pre-tests and posttests, including a standardized listening comprehension test and a WTC questionnaire, were administered to measure changes in both listening ability and WTC. The TPRS method integrated immersive storytelling with physical responses, created an interactive and meaningful learning environment. Results of paired samples t-tests indicated statistically significant improvements in both listening comprehension and WTC, attributed to the supportive and low-anxiety learning environment provided by integrating multimodal input—visual, auditory, and kinesthetic. This approach boosted learners’ confidence, motivation, and active participation, making language learning more enjoyable and effective. The findings suggest that TPRS offers a promising, student-centered alternative to traditional methods, especially in contexts like Iran where emotional and situational barriers often limit language use. Overall, the study highlights TPRS’s potential to foster more dynamic, communicative EFL classrooms by addressing both linguistic competence and affective factors. Implications and suggestions for further research were also highlighted.