Understanding Individual and Contextual Factors in Willingness to Communicate in English in L2 Contexts: Implications for STEM Education Programs

The rapid proliferation of English-medium instruction (EMI) in STEM higher education across non-Anglophone contexts has underscored the critical role of students’ willingness to communicate (WTC) in English as a determinant of academic success. This study investigates the complex interplay between individual factors (L2 motivation, demographic characteristics) and classroom environmental factors (goal structures, instructional climate) in shaping WTC among STEM undergraduates in China and Thailand. Employing a comparative research design with data from 675 participants at universities in non-English-speaking areas, we conducted ANOVA and hierarchical regression analyses to examine cross-national differences and predictive relationships. Results reveal that motivational self-concepts (ideal L2 self) and mastery-oriented classroom environments significantly predict WTC, while performance-focused climates exhibit negative associations. The findings advance EMI literature by: (1) demonstrating the contextual sensitivity of WTC antecedents across cultural settings, and (2) proposing an integrated theoretical framework that bridges psychological and sociocultural perspectives on L2 communication. Practical implications highlight the need for culturally responsive pedagogies that foster supportive learning ecosystems through anxiety-reduction strategies and collaborative goal structures. This research contributes to optimizing EMI implementations by addressing both individual learner differences and institutional policy considerations in global STEM education.