Exploring Factors Contributing to Students’ Unwillingness to Communicate in English as a Foreign Language Classroom

This study aimed to explore the factors influencing EFL learners' unwillingness to communicate in English oral communication. Data were collected through a questionnaire that assessed three key dimensions: teacher-related factors, affective factors, and environmental factors. The findings revealed that among the three dimensions, teacher-related factors had the most significant impact on learners' unwillingness to communicate. The results regarding affective factors showed that lack of family support and motivation, fear of peer criticism, and poor listening skills were considerable predictors of learners' reluctance to engage in oral communication. Additionally, unfamiliar topics and vocabulary deficiencies further negatively influenced their willingness to speak. Furthermore, findings about environmental factors, large class size, lack of learner autonomy, insufficient use of ICT tools, and noisy classrooms, were found to inhibit EFL learners' willingness to communicate in English. The study highlights the critical role of teachers in creating a supportive, student-centered environment and fostering positive teacher-student rapport to enhance learners' willingness to speak in English class.