Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments

Literature has suggested the role of affective variables such as self-confidence, motivation, and anxiety in second foreign language learners’ willingness to communicate conventional learning classrooms. However, little been explored regarding association inside outside classroom digital environment. To this end, current study modified replicated methodological procedure Lee Hsieh’s study, who examined relation between (L2) learner (i.e., anxiety, grit) their three different environments in-class, out-of-class, environment). A convenience sample 436 secondary school university students participated completed a survey that was administered online. Many participants were female (N = 323) male 113) aged 10- 25-years old. Quantitative data analyses using correlational multiple regression performed statistics software. Findings revealed all variables; speaking significant predictors for Indonesian EFL students’ WTC both F2F classroom) Students also reported have higher level when participating communication than settings. The findings confirmed earlier research on While environment may vary depending delivery mode, example, synchronous asynchronous discourse, i.e. written oral communication, further is needed address these issues.