<p>Communication confidence may support sustained second language (L2) learning, while burnout may be associated with learners’ intention to continue. This issue is especially relevant in intensive L2 Arabic programs in higher education, where communication demands and burnout experiences may be high. This study tested an integrated structural model linking L2 communication confidence anxiety (L2 CCA) and L2 perceived communication competence (L2 CCP) with burnout components and intention to continue learning Arabic. A cross-sectional survey design was used to capture current learner experiences and examine theory-guided associations among the study constructs across program levels during the same semester. A total of 181 international students in an intensive L2 Arabic program at a Saudi public university completed a bilingual questionnaire. The data were analyzed using generalized structured component analysis in SmartPLS 4. The results showed two different patterns for the communication variables. L2 CCA was positively related to cynicism, disengagement, and exhaustion, while its link with academic efficacy was small and not statistically significant. In contrast, L2 CCP was strongly and positively related to academic efficacy and negatively related to the three negative burnout components. In the full model, academic efficacy was the only burnout component with a statistically significant direct path to intention, while the direct paths from cynicism, disengagement, and exhaustion to intention were small and not statistically significant. These results suggest that intensive L2 Arabic programs may benefit from addressing CCA and strengthening CCP and academic efficacy as part of learner support. The findings provide cross-sectional evidence about current associations among communication confidence, burnout, and intention in an under-researched L2 Arabic context.</p>