Abstract

With the rapid development of digital technologies, extramural digital (ED) contexts have provided learners with increasing opportunities for informal digital learning of English (IDLE) beyond the classroom. However, existing research on willingness to communicate (WTC) in digital environments has largely relied on quantitative designs, with limited qualitative attention to how learners themselves perceive and experience the interplay of affective, environmental, and activity-related influences. In addition, empirical evidence from the Chinese undergraduate context remains scarce. To address these gaps, this study explores the factors influencing Chinese EFL learners’ WTC in ED contexts through qualitative focus group interviews with 44 English major undergraduates. Using thematic analysis, three interrelated dimensions were identified - affective factors (learning motivation and low anxiety), environmental factors (a relaxed and supportive environment), and engagement in diverse IDLE activities (receptive, productive, and game-based) – which jointly shape learners’ willingness to communicate beyond the classroom. The findings support the applicability of MacIntyre et al.’s heuristic model of WTC in extramural digital contexts and highlight the synergistic role of affective readiness, supportive learning environments, and diverse IDLE activities in fostering learners’ WTC. Pedagogical implications are discussed, emphasizing the value of interest-driven digital activities, low-anxiety learning environments, and varied IDLE experiences in promoting interaction and language practice outside the classroom.

This work is licensed under a Creative Commons Attribution 4.0 License.