Course and Instructor Related Factors Affecting Willingness to Communicate in Online EFL Classes

This study aims to investigate the course and instructor-related dynamics that affect students’ willingness to communicate in second language (L2 WTC) in online English language courses. Online learning processes involve many dynamics, including course content, teaching methods, instructor-student interaction, and the influence of classmates. This phenomenologically designed qualitative research, conducted in Türkiye, comparatively analyses the views of students and instructors on L2 WTC. Data were collected through two open-ended questionnaires administered separately to students and instructors. Six academicians (two female, four male) and 136 students (113 female, 55 male) participated in the study. The findings, analysed with MAXQDA software, reveal that students expect courses to be organized according to their interests and familiarity with a more interactive classroom environment and transparent communication. The study offers suggestions to improve online learning processes.