Factors Associated with University EFL Students' Willingness to Communicate: A Systematic Review

Abstract

Willingness to communicate (WTC) is central to whether learners use English when communication opportunities arise. This systematic review synthesized empirical evidence on the methodological characteristics, geographic and educational contexts, and factors associated with university students’ WTC in English as a foreign language (EFL) setting. Guided by PRISMA 2020, searches of ERIC, Web of Science Core Collection, and Scopus covered peer-reviewed English-language studies published from January 2017 through August 2026. Forty-seven studies met the eligibility criteria and were synthesized narratively. Quantitative studies predominated (n = 29), followed by mixed-methods (n = 16) and qualitative studies (n = 2). The studies were conducted in 13 countries, with China and Turkey accounting for 53.2% of the evidence. Anxiety was generally negatively associated with WTC, whereas enjoyment, self-efficacy, self-confidence, motivation, teacher support, and positive classroom conditions were generally positively associated with it. Relationships involving peers, tasks, personality-related variables, and technology-mediated settings varied across contexts. Overall, WTC stems from the interplay of learner and contextual conditions, underscoring the importance of supportive environments. This review provides a comprehensive synthesis of determinants and practical implications for teachers and researchers seeking to enhance classroom communication.