Interconnected Influences: A Critical Review of Qualitative Research on Willingness to Communicate in EFL Classrooms

Abstract

This review critically examines qualitative studies on Willingness to Communicate (WTC) in English among EFL learners, exploring the dynamic interaction between individual, cultural, and contextual factors. Through an in-depth analysis of classroom environments, teacher behaviours, and cultural norms, the study provides insights into how motivation, anxiety, and self-confidence influence learners' WTC. The review integrates findings from ecological and psychological perspectives, highlighting the importance of contextual support and cultural sensitivity in fostering communication. Key findings suggest that creating supportive, culturally aware educational environments is essential for improving WTC. Recommendations are made for further research to develop effective strategies that educators and policymakers can use to promote better communication outcomes in diverse EFL settings. Additionally, the study emphasises the need for longitudinal research to assess the evolution of WTC over time across various cultural contexts.