Affective, Environmental, and Activity-Related Factors Influencing Willingness to Communicate in Extramural Digital Contexts: Evidence from Chinese English Majors

With the rapid development of digital technologies, extramural digital (ED) contexts have provided learners with increasing opportunities for informal digital learning of English (IDLE) beyond the classroom. However, existing research on willingness to communicate (WTC) in digital environments has largely relied on quantitative designs, with limited qualitative attention to how learners themselves perceive and experience the interplay of affective, environmental, and activity-related influences.