This study investigates the factors influencing the willingness to communicate (WTC) in English among Form Six students in English-speaking classes in Terengganu, Malaysia. Understanding WTC is essential, as English communication skills are critical for academic and professional success. Data were collected from 219 students using a structured questionnaire distributed via Google Forms and analyzed with SPSS for descriptive and inferential statistics. The findings reveal that learning responsibility is the most influential factor, demonstrating students’ proactive engagement in seeking clarification, feedback, and participation in classroom activities. Communicative self-confidence and the situational context of L2 use were also significant, emphasizing the importance of confidence and supportive, familiar environments in fostering WTC. Conversely, off-instruction communication ranked lowest, indicating hesitancy in informal peer interactions, especially in unstructured contexts. Factors such as personal relevance and culturally engaging topics were found to reduce communication apprehension and encourage active participation, supporting MacIntyre’s Heuristic Model and Krashen’s Affective Filter Hypothesis. These results highlight the need for educators to create inclusive, low-pressure environments that leverage student-centered activities, address public speaking anxiety, and incorporate engaging topics to enhance communication. This research provides valuable insights into the factors shaping pre-university students’ WTC and offers practical strategies for preparing learners to excel in English-speaking academic and professional contexts.
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