ABSTRACT
The results revealed that personal characteristics, learning experiences, teaching practices, language and learning tasks, classroom management, and peer interlocutors with whom the students communicate are the factors affecting the students' willingness to communicate in English (Pattapong, 2010). [...]concerning WTC research, most of studies have taken student perception, student competence, and factors driving and restraining the WTC. [...]turning to the classroom environment, research findings by Pattapong (2010), Amalia and Asib (2019), Sylvia et al. [...]during the Covid-19 outbreak, the teaching and learning processes in all levels of education were carried out virtually, as revealed in Ferdiansyah et al. [...]the teaching and learning processes carried out online need to be investigated to determine the degree to which the mode of learning affects the students' L2 WTC.