Willingness to Communicate in Physical and Online EFL Classrooms:How Activity Type, Group Size,Gender, and Preparation Time Matter

Abstract

This study compared Willingness to Communicate (WTC) among Chinese EFL undergraduates across physical and online classrooms. Four situational dimensions were examined: activity type, group size, interlocutor gender, and preparation time. The study involved 507 Chinese EFL undergraduates and data were collected using a modified WTC questionnaire. Paired t-tests revealed three main findings. First, overall WTC was significantly higher online than in physical classrooms. Second, the pattern of WTC across activities is influenced by the context in which it takes place: WTC is highest in role-play face-to-face, while oral presentation is highest online. Third, small groups of three to five members produced the highest WTC in both face-to-face and online contexts. Fourth, preparation time consistently boosted WTC. Also, gender differences were minimal and not practically significant. These findings indicate that online and physical classrooms offer different affordances for L2 communication. The results provide practical guidance for blended learning design. Oral presentations may be better placed online, while role-play may remain more effective in physical classrooms.